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001 978-90-481-3840-1
003 DE-He213
005 20140220084600.0
007 cr nn 008mamaa
008 100316s2010 ne | s |||| 0|eng d
020 _a9789048138401
_9978-90-481-3840-1
024 7 _a10.1007/978-90-481-3840-1
_2doi
050 4 _aLB43
072 7 _aJN
_2bicssc
072 7 _aEDU043000
_2bisacsh
082 0 4 _a370.116
_223
082 0 4 _a370.9
_223
100 1 _aChan, Carol K.K.
_eeditor.
245 1 0 _aRevisiting The Chinese Learner
_h[electronic resource] :
_bChanging Contexts, Changing Education /
_cedited by Carol K.K. Chan, Nirmala Rao.
264 1 _aDordrecht :
_bSpringer Netherlands,
_c2010.
300 _aXIX, 360p.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aCERC Studies in Comparative Education ;
_v25
505 0 _aMoving Beyond Paradoxes: Understanding Chinese Learners and Their Teachers -- STUDENT BELIEFS AND APPROACHES TO LEARNING -- Learning to Self-Perfect: Chinese Beliefs about Learning -- Motivation and Competition in Hong Kong Secondary Schools: The Students’ Perspective -- New Experiences, New Epistemology, and the Pressures of Change: The Chinese Learner in Transition -- TEACHER BELIEFS, CHANGING PEDAGOGY AND TEACHER LEARNING -- The Chinese Learner of Tomorrow -- Classroom Innovation for the Chinese Learner: Transcending Dichotomies and Transforming Pedagogy -- Teaching Mathematics: Observations from Urban and Rural Schools in Mainland China -- Teaching English to Chinese-Speaking Children -- Preschool Pedagogy: A Fusion of Traditional Chinese Beliefs and Contemporary Notions of Appropriate Practice -- In Search of a Third Space: Teacher Development in Mainland China -- CONCLUSION -- The Paradoxes Revisited: The Chinese Learner in Changing Educational Contexts.
520 _aThis 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.
650 0 _aEducation.
650 0 _aCurriculum planning.
650 1 4 _aEducation.
650 2 4 _aInternational and Comparative Education.
650 2 4 _aCurriculum Studies.
650 2 4 _aEducational Policy and Politics.
650 2 4 _aLearning & Instruction.
650 2 4 _aSociology of Education.
700 1 _aRao, Nirmala.
_eeditor.
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
776 0 8 _iPrinted edition:
_z9789048138395
830 0 _aCERC Studies in Comparative Education ;
_v25
856 4 0 _uhttp://dx.doi.org/10.1007/978-90-481-3840-1
912 _aZDB-2-SHU
999 _c113453
_d113453