Chan / Rao Revisiting The Chinese Learner

Changing Contexts, Changing Education
2010
ISBN: 978-90-481-3840-1
Verlag: Springer Netherlands
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, Band 25, 360 Seiten

Reihe: CERC Studies in Comparative Education

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.

Autoren/Hrsg.

Rao, Nirmala

Chan, Carol K. K.

Inhaltsverzeichnis

1;Contents;6
2;List of Tables;8
3;List of Figures;9
4;Abbreviations;10
5;Foreword;11
6;Preface;14
7;INTRODUCTION;17
7.1;1 Moving Beyond Paradoxes: Understanding Chinese Learners and Their Teachers;18
7.1.1;Introduction;18
7.1.2;Contributions of Earlier Volumes;19
7.1.2.1;The Chinese Learner;19
7.1.2.2;Teaching the Chinese Learner;24
7.1.3;Why Revisit the Chinese Learner?;27
7.1.3.1;Changing Socioeconomic and Global Contexts;29
7.1.3.2;Changing Paradigms Guiding Learning and Instruction;29
7.1.3.3;Educational Policy and Reforms;30
7.1.3.4;New Understandings about Confucian Beliefs;31
7.1.4;Conceptual Framework;32
7.1.4.1;Where is the Chinese Learner?;32
7.1.4.2;Understanding Learning in Context;33
7.1.4.3;Student Learning and Understanding;34
7.1.4.4;Pedagogical Practice;35
7.1.4.5;Teacher Learning and Development;36
7.1.5;Overview of the Book;38
7.1.6;REFERENCES;39
7.1.7;Endnotes;47
8;STUDENT BELIEFS AND APPROACHES TO LEARNING;48
8.1;2 Learning to Self-Perfect: Chinese Beliefs about Learning;49
8.1.1;Introduction;49
8.1.2;Comparative Research on Western and Chinese Learners;52
8.1.3;Chinese Learning Beliefs;57
8.1.3.1;Culture-Level Beliefs;58
8.1.3.1.1;Culture-Level Learning Beliefs as a Meaning System;60
8.1.3.2;Individual-Level Beliefs;71
8.1.3.3;Development of Learning Beliefs;73
8.1.4;Summary;75
8.1.5;Conclusion;75
8.1.6;REFERENCES;77
8.2;3 Motivation and Competition in Hong Kong Secondary Schools: The Students’ Perspective;84
8.2.1;Introduction;84
8.2.2;Motivation in Secondary Schools;86
8.2.2.1;Study 1 — Motivation;87
8.2.3;The Nature of Competition in Hong Kong Schools;92
8.2.3.1;Study 2 – Competition;93
8.2.4;Conclusions;97
8.2.5;REFERENCES;98
8.2.6;Acknowledgements;101
8.3;4 New Experiences, New Epistemology, and the Pressures of Change: The Chinese Learner in Transition;102
8.3.1;Introduction;102
8.3.2;Learning and Teaching for the Chinese Learner;104
8.3.2.1;The Chinese Learner: Historical Analysis andChanging Confucian Heritage;104
8.3.2.2;The Chinese Learner: Psychological and Pedagogical Analyses;108
8.3.3;The Research Setting;110
8.3.4;Results and Analyses;112
8.3.4.1;The Changing Chinese Learner;113
8.3.4.1.1;Preference for Authentic Learning Contexts;113
8.3.4.1.2;The Intellectual Challenge of Interacting with Diverse Ideas;118
8.3.4.1.3;The Implicit Role of Technology in Supporting New Learning Experiences;123
8.3.4.1.4;An Emerging Epistemology for the 21st Century;125
8.3.4.2;The Changing Chinese Teacher;125
8.3.4.2.1;Changing Expectations of the Students;125
8.3.4.2.2;The Changing Roles and Aspirations of Teachers;128
8.3.4.3;Tensions Experienced: To Change or Not to Change;132
8.3.4.3.1;What Counts as Significant Learning?;132
8.3.4.3.2;Tensions in Setting Priorities;133
8.3.5;An Emerging Epistemology: The Chinese Learner in Transition;135
8.3.6;The Changing Chinese Learner and Teacher;136
8.3.7;Tensions and Reforms: Chinese Learners in the 21st Century;138
8.3.8;REFERENCES;140
8.3.9;Endnotes;142
8.3.10;Acknowledgements;142
9;TEACHER BELIEFS, CHANGING PEDAGOGY AND TEACHER LEARNING;143
9.1;5 The Chinese Learner of Tomorrow;144
9.1.1;Introduction;144
9.1.1.1;Sociocultural Perspectives on Schema Theory;145
9.1.1.2;The Variation Framework and Learning by Reading Argumentative Texts;147
9.1.2;The Study;150
9.1.2.1;Curricular Context of the Study;150
9.1.2.2;Participants;152
9.1.2.3;Measures;152
9.1.2.3.1;Measuring Text Understanding;152
9.1.2.3.2;Views of the Participants;154
9.1.2.4;Teaching Plan;154
9.1.2.4.1;Implementing the Lessons;158
9.1.2.4.2;Teaching in the Comparison Class;158
9.1.2.4.3;Lessons between the Posttest and Delayed Posttest;160
9.1.2.5;Results;160
9.1.2.5.1;Test on Text Reading;160
9.1.2.5.2;Views of the Participants;161
9.1.3;Discussion;166
9.1.3.1;Curricular Context;166
9.1.3.2;Immediate and Long-Term Effects;167
9.1.3.3;The “Chineseness” of the Chinese Learner;170
9.1.4;REFERENCES;173
9.1.5;Appendix;177
9.1.6;Acknowledgements;178
9.2;6 Classroom Innovation for the Chinese Learner: Transcending Dichotomies and Transforming Pedagogy;179
9.2.1;Introduction;179
9.2.1.1;The Paradox of the Chinese Learner;180
9.2.1.2;The Paradox of the Chinese Teacher;182
9.2.1.3;Knowledge Building Innovation and 21st Century Education;183
9.2.2;Research Goals and Questions;185
9.2.3;Study One: Knowledge Building and Conceptual Inquiry;186
9.2.3.1;Participants;186
9.2.3.2;Transformed Pedagogy and Classroom Implementation;187
9.2.3.3;Changes in Student Learning and Student Beliefs;190
9.2.3.3.1;Student Learning Process and Domain Understanding;190
9.2.3.3.2;Student Beliefs about Learning;193
9.2.3.4;Changes in Teacher Beliefs and Teacher Learning;196
9.2.3.4.1;Changing Beliefs about Student Learning;196
9.2.3.4.2;Intertwined Beliefs about Constructivist and Didactic Pedagogy;197
9.2.3.4.3;Long-Term Impacts and Sustained Practice;198
9.2.4;Study Two: Knowledge Building and Reading to Learn;199
9.2.4.1;Participants;199
9.2.4.2;Transformed Pedagogy and Classroom Implementation;200
9.2.4.3;Changes in Student Beliefs and Student Learning;202
9.2.4.3.1;Student Inquiry and Reading to Learn;202
9.2.4.3.2;Student Beliefs about Learning;203
9.2.4.3.3;Intertwined Views – Cognitive Inquiry and Social-Affective Aspects;204
9.2.4.4;Changes in Teacher Beliefs and Teacher Learning;205
9.2.4.4.1;Changing Beliefs about Student Learning;205
9.2.4.4.2;Intertwined View – Cognitive Inquiry and Values Formation;206
9.2.4.4.3;Struggles and Tensions and Striking a Balance;207
9.2.4.4.4;Long-Term Impacts and Sustained Practice;208
9.2.5;Discussion;208
9.2.5.1;Knowledge Building for Teaching the Chinese Learner of the 21st Century;209
9.2.5.2;The Paradox of the Chinese Learner and Transcending Dichotomies;210
9.2.5.3;The Paradox of the Chinese Teacher and Transforming Pedagogy;212
9.2.6;Conclusion;214
9.2.7;REFERENCES;215
9.2.8;Acknowledgements;220
9.3;7 Teaching Mathematics: Observations from Urban and Rural Schools in Mainland China;221
9.3.1;Introduction;221
9.3.2;Sociocontextual Influences on Mathematics Learning;222
9.3.2.1;Parental Beliefs and Behaviors;222
9.3.2.2;Number-naming System;223
9.3.2.3;Characteristics of the Chinese Language;223
9.3.3;Teaching of Mathematics in Primary Schools in Mainland China;223
9.3.3.1;Promoting Mathematical Understanding;224
9.3.3.2;Whole-Class Instruction;224
9.3.3.3;Differences between Urban and Rural Schools;225
9.3.3.4;The Educational Reform;226
9.3.4;Observations from Urban and Rural Primary Schools in Mainland China;229
9.3.4.1;Research Site and Schools;229
9.3.5;Method;231
9.3.6;Results;231
9.3.6.1;Data Management;231
9.3.6.2;Classroom Observations;232
9.3.6.3;Lesson Transcripts;234
9.3.6.4;Similarities and Differences between Urban and Rural Classes;235
9.3.7;Discussion;237
9.3.7.1;Educational Reform and Classroom Practice;238
9.3.8;REFERENCES;239
9.4;8 Teaching English to Chinese-Speaking Children;242
9.4.1;Introduction;242
9.4.2;The History of Immersion Language Teaching;242
9.4.2.1;Studies on Immersion Education;244
9.4.3;English Immersion in Chinese Settings;244
9.4.3.1;Hong Kong;244
9.4.3.2;Singapore;245
9.4.3.3;Mainland China;246
9.4.4;Language Learning;248
9.4.4.1;Vocabulary, Syntax and Phonological Awareness;248
9.4.5;The Study – The Xian Immersion Program;249
9.4.6;Method;250
9.4.6.1;Participants;250
9.4.6.2;English Measures;251
9.4.6.3;English Phonological Awareness;252
9.4.6.4;Chinese Measures (Phonological Awareness);253
9.4.6.5;Procedure;254
9.4.7;Results;255
9.4.8;Discussion;258
9.4.9;Conclusion;260
9.4.10;REFERENCES;261
9.5;9 Preschool Pedagogy: A Fusion of Traditional Chinese Beliefs and Contemporary Notions of Appropriate Practice;264
9.5.1;Worldwide Change and Early Childhood Pedagogy;264
9.5.2;Factors Influencing Pedagogical Practices in Hong Kong;267
9.5.3;Traditional Cultural Beliefs about Early Learning and Development;272
9.5.4;Current and Emerging Pedagogical Practices in Kindergartens;275
9.5.5;Is There a Distinct Hong Kong Chinese Early Childhood Pedagogy?;280
9.5.6;REFERENCES;284
9.5.7;Endnotes;287
9.5.8;Author’s Note;288
9.6;10 In Search of a Third Space: Teacher Development in Mainland China;289
9.6.1;Introduction;289
9.6.2;The Third Space;292
9.6.3;Teachers’ Professional Learning in China;293
9.6.3.1;The Apprenticeship Model;295
9.6.3.2;The Virtuoso Model;296
9.6.4;Chinese Philosophies of Education in Models of Teachers’ Professional Development;298
9.6.4.1;Dialectics of Learning and Doing;298
9.6.4.2;The Reflexivity of Teaching and Learning and the Centrality of Enactment;300
9.6.4.3;Expert Guidance and Peer Learning;301
9.6.5;From Case Methods to Enactment-based Teacher Learning;304
9.6.5.1;Bridging the Theory-Praxis Gap;304
9.6.5.2;Case Methods in Teacher Education;305
9.6.5.3;Re-interpreting Case Methods;307
9.6.5.4;Making Sense of Enactment-based Learning: Perspectives from Teachers;309
9.6.6;Discussion;313
9.6.7;Conclusion;315
9.6.8;REFERENCES;316
9.6.9;Endnotes;319
10;CONCLUSION;320
10.1;11 The Paradoxes Revisited: The Chinese Learner in Changing Educational Contexts;321
10.1.1;Introduction;321
10.1.2;Characterizing the Chinese Learner;322
10.1.2.1;The Chinese Learner in Retrospect;322
10.1.2.2;Learner or Learner in Context;323
10.1.3;Revisiting the Paradoxes of the Chinese Learner and the Chinese Teacher;326
10.1.3.1;Student Beliefs, Student Approaches and Student Learning;326
10.1.3.1.1;Traditional Beliefs and Cultural Values: Chinese Conceptualization ofLearning;327
10.1.3.1.2;Contemporary Changes: Educational Reform and Student Learning;328
10.1.3.1.3;Traditional and Contemporary: Integrating Dichotomies;329
10.1.3.2;Teacher Beliefs, Changing Pedagogy and Teacher Learning;331
10.1.3.2.1;Teacher Beliefs of Cultivating Role and Moral Guidance;331
10.1.3.2.2;Changing Pedagogy and Pedagogical Transformation;333
10.1.3.2.3;Teacher Professional Development and the Third Space;336
10.1.4;Contributions, Implications and Further Issues;338
10.1.4.1;Learning and Development – Broadening Western Interpretations;339
10.1.4.2;Educational Change – Innovation and Education Reform;341
10.1.4.3;Teaching and Learning in Cross-Cultural Studies;343
10.1.4.4;Classroom Implications for Teaching the Chinese Learners of the 21st Century;344
10.1.5;Summary and Conclusion;346
10.1.6;REFERENCES;349
11;Notes on the Authors;356
12;Index;361