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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.

Sociology of education --- Curriculum development --- School management --- Didactics --- Teaching --- Educational sciences --- vergelijkende pedagogiek --- onderwijspolitiek --- didactiek --- onderwijs --- onderwijssociologie --- opvoeding --- curriculumontwikkeling --- cursussen --- onderwijsonderzoek

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

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.

Chinese students. --- Educational change --- Education, Secondary --- Curriculum planning. --- Curriculum Studies. --- Educational Policy and Politics. --- Learning & Instruction. --- International and Comparative Education. --- Sociology of Education. --- Curriculum development --- Education --- Instructional systems --- Planning --- Curricula --- Design --- Children --- High school education --- High school students --- Secondary education --- Secondary schools --- High schools --- Change, Educational --- Education change --- Education reform --- Educational reform --- Reform, Education --- School reform --- Educational planning --- Educational innovations --- Students --- Education (Secondary) --- Teenagers --- Curriculums (Courses of study). --- Education—Curricula. --- Educational policy. --- Education and state. --- Learning. --- Instruction. --- International education . --- Comparative education. --- Educational sociology. --- Education, Comparative --- Global education --- Intellectual cooperation --- Internationalism --- Learning process --- Comprehension --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Core curriculum --- Courses of study --- Curricula (Courses of study) --- Curriculums (Courses of study) --- Schools --- Study, Courses of --- Education and sociology --- Social problems in education --- Society and education --- Sociology, Educational --- Sociology --- History --- Government policy --- Aims and objectives