標題: Titlebook: Change and Exchange in Global Education; Learning with Chines Mei Yuan,Fred Dervin,Ning Chen Book 2022 The Editor(s) (if applicable) and Th [打印本頁] 作者: Abeyance 時間: 2025-3-21 18:37
書目名稱Change and Exchange in Global Education影響因子(影響力)
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書目名稱Change and Exchange in Global Education讀者反饋
書目名稱Change and Exchange in Global Education讀者反饋學科排名
作者: libertine 時間: 2025-3-21 21:10 作者: aspersion 時間: 2025-3-22 02:12
,Beispiele zur Fl?chenberechnung, authors note that the discourse instruments based on the two concepts often reflect change (and exchange) in Chinese. The authors also pinpoint many similarities with familiar phenomena globally in the way the two concepts are put into use in Chinese. The chapter thus suggests that we can unlearn a作者: NOMAD 時間: 2025-3-22 06:20
,Aufgaben über das rechtwinklige Dreieck,ral aspects of interculturality such as . and .; and (2) Instruments that can help us reflect on how we experience interculturality as a real complex phenomenon. Challenges presented by the instruments are discussed first, for example, aggression and arrogance in intercultural encounters. Several st作者: diskitis 時間: 2025-3-22 12:06
,Die ?hnlichkeit und der Kreis,e centre of attention of the discourse instruments here, with . (difference-similitude) and ‘.’ (‘diversity’) as essential components of interculturality. Considering the polysemy of these elements, the readers are urged to negotiate their meanings and connotations again and again and to refrain fro作者: 笨拙的你 時間: 2025-3-22 13:53 作者: 笨拙的你 時間: 2025-3-22 18:55
Das rechtwinklige Koordinatensystem,ce’ before talking and acting interculturally. The important Confucian figure of the 君子 (Jūnz??), a ‘Man (sic) of virtue’, a ‘person of noble character’ who shows benevolence, love and care for others, is first introduced. Other discourse instruments—some similar to instruments from around the world作者: 卷發(fā) 時間: 2025-3-23 00:39 作者: Pseudoephedrine 時間: 2025-3-23 02:00 作者: debunk 時間: 2025-3-23 06:52
Mei Yuan,Fred Dervin,Ning ChenOffers a non-Western perspective on Chinese stories of interculturality in Education.Explores discourse instruments such as idioms, neologisms, and slogans as a point of analysis.Contains a list of qu作者: nonsensical 時間: 2025-3-23 10:05
Palgrave Studies on Chinese Education in a Global Perspectivehttp://image.papertrans.cn/c/image/223717.jpg作者: 變形詞 時間: 2025-3-23 16:27
Change and Exchange in Global Education978-3-031-12770-0Series ISSN 2945-6576 Series E-ISSN 2945-6584 作者: 吞沒 時間: 2025-3-23 21:17
https://doi.org/10.1007/978-3-031-12770-0Intercultural communication education; Chinese perspectives; globality; criticality; reflexivity; epistem作者: gonioscopy 時間: 2025-3-23 23:10 作者: 描繪 時間: 2025-3-24 03:36 作者: 凹處 時間: 2025-3-24 07:56
,Aufgaben über das rechtwinklige Dreieck,an object of research and education. Hence the need to listen to other ‘stories’ of interculturality, and ‘Chinese stories’ in this book. The chapter also introduces the working methods adopted in the book and makes recommendations as to how to use it. Like every chapter of the book, a list of questions for Thinking Further is proposed at the end.作者: Mirage 時間: 2025-3-24 10:55 作者: 制度 時間: 2025-3-24 17:55
,Aufgaben über das rechtwinklige Dreieck,rategies have been identified in the ‘stories’ from the chapter: . (e.g. ‘be critical of what you read’). (e.g. ‘everyone has their weak and strong points’) and . (e.g. ‘to regard the four corners of the world all as home’).作者: 愛國者 時間: 2025-3-24 21:25
,Die ?hnlichkeit und der Kreis,m misjudging the terms too quickly. This also requires building . and . towards other ways of talking about interculturality in order to enrich our own ‘vocabulary’ to speak about such a complex notion. This chapter, like the previous ones, represents a stepping stone in making interculturality . by listening.作者: Fsh238 時間: 2025-3-25 00:27 作者: alcohol-abuse 時間: 2025-3-25 03:52 作者: pacifist 時間: 2025-3-25 10:38
Approaching Interculturality: Culture and Civilization as Discursive and Reflexive Tools,nd learn again about different aspects of interculturality by engaging with the way they are used in the Chinese context. Finally, the concept of identity, which has also been central in intercultural scholarship, is discussed in relation to the position of culture and civilization found in ‘Chinese stories of interculturality’.作者: RENIN 時間: 2025-3-25 15:35
Exploring and Explaining Experiences of Interculturality,rategies have been identified in the ‘stories’ from the chapter: . (e.g. ‘be critical of what you read’). (e.g. ‘everyone has their weak and strong points’) and . (e.g. ‘to regard the four corners of the world all as home’).作者: expository 時間: 2025-3-25 17:40 作者: Gobble 時間: 2025-3-25 21:57 作者: 史前 時間: 2025-3-26 00:30 作者: 束以馬具 時間: 2025-3-26 06:20 作者: 血友病 時間: 2025-3-26 09:49
Making Interculturality Work Together, as Group/Community Members,rculturality in Mainland China, for example, 多元一體教育 (duō yuán yī tǐ jiào yù, .); 民族團結(jié)教育 (mín zú tuán jié jiāo yù, .), 雙語教育 (shuāng yǔ jiāo yù, .). These are all meant to promote inclusiveness, a sense of brotherhood and coming together in education.作者: 消息靈通 時間: 2025-3-26 15:48 作者: 誓言 時間: 2025-3-26 19:37 作者: Inclement 時間: 2025-3-26 22:47 作者: chassis 時間: 2025-3-27 04:08
Interim Conclusions,objective today. Reflecting back on the cooperation with his co-authors, he explains that the ‘Chinese stories of interculturality’ that have been ‘unwrapped’ for and with the readers in this book are in fact also ‘global stories of interculturality’.作者: 懦夫 時間: 2025-3-27 07:38 作者: hypotension 時間: 2025-3-27 13:18 作者: phlegm 時間: 2025-3-27 15:27 作者: expire 時間: 2025-3-27 17:59 作者: 的染料 時間: 2025-3-27 23:48
,‘Doing’ Interculturality Together,e centre of attention of the discourse instruments here, with . (difference-similitude) and ‘.’ (‘diversity’) as essential components of interculturality. Considering the polysemy of these elements, the readers are urged to negotiate their meanings and connotations again and again and to refrain fro作者: 按時間順序 時間: 2025-3-28 03:57
Making Interculturality Work Together, as Group/Community Members,evels were identified from the national to the global: for example, Minzu unity, solidarity and harmony; the Chinese nation is pluralistic and unified (national context) and The One Belt One Road (glocal initiative). Many of the discourse instruments from the chapter also help us unthink and rethink作者: preservative 時間: 2025-3-28 08:32
,Learning to ‘Do’ Interculturality: ,ce’ before talking and acting interculturally. The important Confucian figure of the 君子 (Jūnz??), a ‘Man (sic) of virtue’, a ‘person of noble character’ who shows benevolence, love and care for others, is first introduced. Other discourse instruments—some similar to instruments from around the world作者: Hormones 時間: 2025-3-28 13:27
Pondering over Language and Interculturality,s by reminding the reader of the limits of language and of how it can be misused in communication. Some instruments from the chapter also provide guidance for speaking with the other. These serve as simple reminders of the simplexity of speaking, reading, listening to people and interacting. Althoug作者: 寬宏大量 時間: 2025-3-28 17:23 作者: 運動的我 時間: 2025-3-28 19:54
