Revisiting The Chinese Learner: Changing Contexts, Changing Education (CERC Studies in Comparative Education, 25)

9048138396......Page 1
Revisiting The Chinese Learner......Page 4
Contents......Page 6
List of Tables......Page 8
List of Figures......Page 9
Abbreviations......Page 10
Foreword......Page 11
Preface......Page 14
INTRODUCTION......Page 17
Introduction......Page 18
The Chinese Learner......Page 19
Teaching the Chinese Learner......Page 24
Why Revisit the Chinese Learner?......Page 27
Changing Paradigms Guiding Learning and Instruction......Page 29
Educational Policy and Reforms......Page 30
New Understandings about Confucian Beliefs......Page 31
Where is the Chinese Learner?......Page 32
Understanding Learning in Context......Page 33
Student Learning and Understanding......Page 34
Pedagogical Practice......Page 35
Teacher Learning and Development......Page 36
Overview of the Book......Page 38
REFERENCES......Page 39
Endnotes......Page 47
STUDENT BELIEFS AND APPROACHES TO LEARNING......Page 48
Introduction......Page 49
Comparative Research on Western and Chinese Learners......Page 52
Chinese Learning Beliefs......Page 57
Culture-Level Beliefs......Page 58
Culture-Level Learning Beliefs as a Meaning System......Page 60
Individual-Level Beliefs......Page 71
Development of Learning Beliefs......Page 73
Conclusion......Page 75
REFERENCES......Page 77
Introduction......Page 84
Motivation in Secondary Schools......Page 86
Study 1 — Motivation......Page 87
The Nature of Competition in Hong Kong Schools......Page 92
Study 2 – Competition......Page 93
Conclusions......Page 97
REFERENCES......Page 98
Acknowledgements......Page 101
Introduction......Page 102
The Chinese Learner: Historical Analysis andChanging Confucian Heritage......Page 104
The Chinese Learner: Psychological and Pedagogical Analyses......Page 108
The Research Setting......Page 110
Results and Analyses......Page 112
Preference for Authentic Learning Contexts......Page 113
The Intellectual Challenge of Interacting with Diverse Ideas......Page 118
The Implicit Role of Technology in Supporting New Learning Experiences......Page 123
Changing Expectations of the Students......Page 125
The Changing Roles and Aspirations of Teachers......Page 128
What Counts as Significant Learning?......Page 132
Tensions in Setting Priorities......Page 133
An Emerging Epistemology: The Chinese Learner in Transition......Page 135
The Changing Chinese Learner and Teacher......Page 136
Tensions and Reforms: Chinese Learners in the 21st Century......Page 138
REFERENCES......Page 140
Acknowledgements......Page 142
TEACHER BELIEFS, CHANGING PEDAGOGY AND TEACHER LEARNING......Page 143
Introduction......Page 144
Sociocultural Perspectives on Schema Theory......Page 145
The Variation Framework and Learning by Reading Argumentative Texts......Page 147
Curricular Context of the Study......Page 150
Measuring Text Understanding......Page 152
Teaching Plan......Page 154
Teaching in the Comparison Class......Page 158
Test on Text Reading......Page 160
Views of the Participants......Page 161
Curricular Context......Page 166
Immediate and Long-Term Effects......Page 167
The “Chineseness” of the Chinese Learner......Page 170
REFERENCES......Page 173
Appendix......Page 177
Acknowledgements......Page 178
Introduction......Page 179
The Paradox of the Chinese Learner......Page 180
The Paradox of the Chinese Teacher......Page 182
Knowledge Building Innovation and 21st Century Education......Page 183
Research Goals and Questions......Page 185
Participants......Page 186
Transformed Pedagogy and Classroom Implementation......Page 187
Student Learning Process and Domain Understanding......Page 190
Student Beliefs about Learning......Page 193
Changing Beliefs about Student Learning......Page 196
Intertwined Beliefs about Constructivist and Didactic Pedagogy......Page 197
Long-Term Impacts and Sustained Practice......Page 198
Participants......Page 199
Transformed Pedagogy and Classroom Implementation......Page 200
Student Inquiry and Reading to Learn......Page 202
Student Beliefs about Learning......Page 203
Intertwined Views – Cognitive Inquiry and Social-Affective Aspects......Page 204
Changing Beliefs about Student Learning......Page 205
Intertwined View – Cognitive Inquiry and Values Formation......Page 206
Struggles and Tensions and Striking a Balance......Page 207
Discussion......Page 208
Knowledge Building for Teaching the Chinese Learner of the 21st Century......Page 209
The Paradox of the Chinese Learner and Transcending Dichotomies......Page 210
The Paradox of the Chinese Teacher and Transforming Pedagogy......Page 212
Conclusion......Page 214
REFERENCES......Page 215
Acknowledgements......Page 220
Introduction......Page 221
Parental Beliefs and Behaviors......Page 222
Teaching of Mathematics in Primary Schools in Mainland China......Page 223
Whole-Class Instruction......Page 224
Differences between Urban and Rural Schools......Page 225
The Educational Reform......Page 226
Research Site and Schools......Page 229
Data Management......Page 231
Classroom Observations......Page 232
Lesson Transcripts......Page 234
Similarities and Differences between Urban and Rural Classes......Page 235
Discussion......Page 237
Educational Reform and Classroom Practice......Page 238
REFERENCES......Page 239
The History of Immersion Language Teaching......Page 242
Hong Kong......Page 244
Singapore......Page 245
Mainland China......Page 246
Vocabulary, Syntax and Phonological Awareness......Page 248
The Study – The Xian Immersion Program......Page 249
Participants......Page 250
English Measures......Page 251
English Phonological Awareness......Page 252
Chinese Measures (Phonological Awareness)......Page 253
Procedure......Page 254
Results......Page 255
Discussion......Page 258
Conclusion......Page 260
REFERENCES......Page 261
Worldwide Change and Early Childhood Pedagogy......Page 264
Factors Influencing Pedagogical Practices in Hong Kong......Page 267
Traditional Cultural Beliefs about Early Learning and Development......Page 272
Current and Emerging Pedagogical Practices in Kindergartens......Page 275
Is There a Distinct Hong Kong Chinese Early Childhood Pedagogy?......Page 280
REFERENCES......Page 284
Endnotes......Page 287
Author’s Note......Page 288
Introduction......Page 289
The Third Space......Page 292
Teachers’ Professional Learning in China......Page 293
The Apprenticeship Model......Page 295
The Virtuoso Model......Page 296
Dialectics of Learning and Doing......Page 298
The Reflexivity of Teaching and Learning and the Centrality of Enactment......Page 300
Expert Guidance and Peer Learning......Page 301
Bridging the Theory-Praxis Gap......Page 304
Case Methods in Teacher Education......Page 305
Re-interpreting Case Methods......Page 307
Making Sense of Enactment-based Learning: Perspectives from Teachers......Page 309
Discussion......Page 313
Conclusion......Page 315
REFERENCES......Page 316
Endnotes......Page 319
CONCLUSION......Page 320
Introduction......Page 321
The Chinese Learner in Retrospect......Page 322
Learner or Learner in Context......Page 323
Student Beliefs, Student Approaches and Student Learning......Page 326
Traditional Beliefs and Cultural Values: Chinese Conceptualization ofLearning......Page 327
Contemporary Changes: Educational Reform and Student Learning......Page 328
Traditional and Contemporary: Integrating Dichotomies......Page 329
Teacher Beliefs of Cultivating Role and Moral Guidance......Page 331
Changing Pedagogy and Pedagogical Transformation......Page 333
Teacher Professional Development and the Third Space......Page 336
Contributions, Implications and Further Issues......Page 338
Learning and Development – Broadening Western Interpretations......Page 339
Educational Change – Innovation and Education Reform......Page 341
Teaching and Learning in Cross-Cultural Studies......Page 343
Classroom Implications for Teaching the Chinese Learners of the 21st Century......Page 344
Summary and Conclusion......Page 346
REFERENCES......Page 349
Notes on the Authors......Page 356
Index......Page 361