Titlebook: Constructivism and Teachers in Chinese Culture; Enriching Confuciani Zitong Wei Book 2019 Springer Nature Singapore Pte Ltd. 2019 Construct

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心胸開闊

恃強(qiáng)凌弱的人

辮子帶來幫助

Oversee

Contemporary Constructivism and Its Usefulness in a Confucian Context,heory of knowing” wherein children cocreate meanings based on their prior experience (Edmundson, 2013). Because the underlying philosophy is that learning takes place when children actively make cognitive changes through personal discovery of knowledge and social interactions, children’s cognitive d

insurrection

Constructivism in Confucian Culture,ivism in Confucian culture. However, scholars have approached constructivist implementation in Chinese preschool and kindergarten contexts from culturally outsider perspectives and challenged the appropriateness of utilizing constructivism. Concerning the purpose of understanding why teachers in Chi

insurrection

Constructivist Teaching in China Today,hift. Whereas research reviewed found that teachers preferred direct teaching over constructivism, the etic views, that is, interpretations from cultural outsider perspectives hardly provide culturally meaningful understandings of teaching and learning in Chinese contexts. This chapter reexamines ex

municipality

occult

,Flexibility and Balancing: Against the “Apprenticeship of Observation”,s play and skills of balancing between children’s development and content knowledge learning. Act I is organized in three scenes: active learning – flexibility, heuristic teaching – balancing, and learning through play. These three scenes are presented to show how and why Qiqi enacted active and pla

dowagers-hump

Synchronicity and Symbolizing: Reflective Teaching and Learning,ities in three scenes: active learning – foreshadowing and flashing back; heuristic teaching – symbolizing; and learning through play. The three scenes present stories of how and why Yaoyao created a positive and playful environment with different emphases. As an extension of Act I, Act II presents