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Synopsis
It is seventeen years since I first formulated 'The paradox of the Chinese learner' in a conference in Kathmandu, Nepal. My original formulation of the paradox was that westerners saw Chinese students as rote learning massive amounts of information in fierce exam-dominated classrooms - yet in international comparisons, students in the Confucian heritage cla- rooms greatly outperformed western students learning in 'progressive' western classrooms. This seeming paradox raised all sorts of questions to which many others have contributed important answers, especially that by Ference Marton on how Chinese learners construed the roles of memory and understanding in ways that were foreign to typical western educators. Much of this work was brought together in The Chinese Learner (1996), edited by David Watkins and myself. That work raised more questions still, especially about educational contexts, beliefs and practices, which were investigated in contributions to Teaching the Chinese Learner (2001). And now we have Revisiting the Chinese Learner, which is a very timely collection of excellent contributions that take into account the many changes that have taken place since 2001, changes such as: 1. The globalisation of education especially through educational technology, and enormous socio-economic changes, especially in China itself. 2. Changes in educational policy, aims, curriculum and organi- tion, and decentralisation of educational decision-making in many Confucian heritage cultures. 3.
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Revisiting The Chinese Learner: Changing Contexts, Changing Education (CERC Studies in Comparative Education, 25)
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Springer, 2010
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Revisiting The Chinese Learner (eng)
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Revisiting the Chinese Learner: Changing Contexts, Changing Education
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SPRINGER NATURE Mrz 2010, 2010
ISBN 10 : 9048138396
ISBN 13 : 9789048138395
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Buch. Etat : Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -It is seventeen years since I first formulated 'The paradox of the Chinese learner' in a conference in Kathmandu, Nepal. My original formulation of the paradox was that westerners saw Chinese students as rote learning massive amounts of information in fierce exam-dominated classrooms - yet in international comparisons, students in the Confucian heritage cla- rooms greatly outperformed western students learning in 'progressive' western classrooms. This seeming paradox raised all sorts of questions to which many others have contributed important answers, especially that by Ference Marton on how Chinese learners construed the roles of memory and understanding in ways that were foreign to typical western educators. Much of this work was brought together in The Chinese Learner (1996), edited by David Watkins and myself. That work raised more questions still, especially about educational contexts, beliefs and practices, which were investigated in contributions to Teaching the Chinese Learner (2001). And now we have Revisiting the Chinese Learner, which is a very timely collection of excellent contributions that take into account the many changes that have taken place since 2001, changes such as: 1. The globalisation of education especially through educational technology, and enormous socio-economic changes, especially in China itself. 2. Changes in educational policy, aims, curriculum and organi- tion, and decentralisation of educational decision-making in many Confucian heritage cultures. 3. 360 pp. Englisch. N° de réf. du vendeur 9789048138395
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Revisiting The Chinese Learner
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Springer Netherlands, 2010
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ISBN 13 : 9789048138395
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Etat : New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Debunks stereotypes about Chinese teachers and learnersAdvances our understanding of the changing Chinese learnerConsiders traditional and contemporary influences on pedagogiesConsiders the influence of educational reform on teaching. N° de réf. du vendeur 5817824
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Revisiting the Chinese Learner : Changing Contexts, Changing Education
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Springer, 2010
ISBN 10 : 9048138396
ISBN 13 : 9789048138395
Ancien ou d'occasion
Couverture rigide
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Revisiting The Chinese Learner: Changing Contexts, Changing Education (CERC Studies in Comparative Education, 25)
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Buch. Etat : Neu. Druck auf Anfrage Neuware - Printed after ordering - It is seventeen years since I first formulated 'The paradox of the Chinese learner' in a conference in Kathmandu, Nepal. My original formulation of the paradox was that westerners saw Chinese students as rote learning massive amounts of information in fierce exam-dominated classrooms - yet in international comparisons, students in the Confucian heritage cla- rooms greatly outperformed western students learning in 'progressive' western classrooms. This seeming paradox raised all sorts of questions to which many others have contributed important answers, especially that by Ference Marton on how Chinese learners construed the roles of memory and understanding in ways that were foreign to typical western educators. Much of this work was brought together in The Chinese Learner (1996), edited by David Watkins and myself. That work raised more questions still, especially about educational contexts, beliefs and practices, which were investigated in contributions to Teaching the Chinese Learner (2001). And now we have Revisiting the Chinese Learner, which is a very timely collection of excellent contributions that take into account the many changes that have taken place since 2001, changes such as: 1. The globalisation of education especially through educational technology, and enormous socio-economic changes, especially in China itself. 2. Changes in educational policy, aims, curriculum and organi- tion, and decentralisation of educational decision-making in many Confucian heritage cultures. 3. N° de réf. du vendeur 9789048138395
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Revisiting the Chinese Learner : Changing Contexts, Changing Education
Edité par
Springer, 2010
ISBN 10 : 9048138396
ISBN 13 : 9789048138395
Ancien ou d'occasion
Couverture rigide
Vendeur : Buchpark, Trebbin, Allemagne
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Etat : Sehr gut. Zustand: Sehr gut | Seiten: 360 | Sprache: Englisch | Produktart: Bücher | This book examines teaching and learning in Chinese societies and advances understanding of 'the Chinese learner' in changing global contexts. Given the burgeoning research in this area, pedagogical shifts from knowledge transmission to knowledge construction to knowledge creation, wide-ranging social, economic and technological advances, and changes in educational policy, Revisiting the Chinese Learner is a timely endeavor.The book revisits the paradox of the Chinese learner against the background of these educational changes; considers how Chinese cultural beliefs and contemporary change influence learning; and examines how Chinese teachers and learners respond to new educational goals, interweaving new and old beliefs and practices. Contributors focus on both continuity and change in analyzing student learning, pedagogical practice, teacher learning and professional development in Chinese societies. Key emerging themes emphasize transcending dichotomies and transforming pedagogy in understanding and teaching Chinese learners. The book has implications for theories of learning, development and educational innovation and will therefore be of interest to scholars and educators around the world who are changing education in their changing contexts. N° de réf. du vendeur 6155101/12
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Revisiting the Chinese Learner: Changing Contexts, Changing Education
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