TY  - BOOK
AU  - Chan,Carol K.K.
AU  - Rao,Nirmala
ED  - SpringerLink (Online service)
TI  - Revisiting The Chinese Learner: Changing Contexts, Changing Education 
T2  - CERC Studies in Comparative Education
SN  - 9789048138401
AV  - LB43 
U1  - 370.116 23
PY  - 2010///
CY  - Dordrecht
PB  - Springer Netherlands
KW  - Education
KW  - Curriculum planning
KW  - International and Comparative Education
KW  - Curriculum Studies
KW  - Educational Policy and Politics
KW  - Learning & Instruction
KW  - Sociology of Education
N1  - Moving 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
N2  - 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
UR  - http://148.231.10.114:2048/login?url=http://link.springer.com/book/10.1007/978-90-481-3840-1
ER  -