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Titlebook: Euro-Asian Encounters on 21st-Century Competency-Based Curriculum Reforms; Cultural Views on Gl Weili Zhao,Daniel Tr?hler Book 2021 The Edi

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發(fā)表于 2025-3-21 16:11:28 | 只看該作者 |倒序?yàn)g覽 |閱讀模式
書(shū)目名稱(chēng)Euro-Asian Encounters on 21st-Century Competency-Based Curriculum Reforms
副標(biāo)題Cultural Views on Gl
編輯Weili Zhao,Daniel Tr?hler
視頻videohttp://file.papertrans.cn/317/316503/316503.mp4
概述Addresses and promotes dialogues on globalization and localization in translational curriculum knowledge (re)production.Provides a unique springboard for international curriculum studies beyond the us
圖書(shū)封面Titlebook: Euro-Asian Encounters on 21st-Century Competency-Based Curriculum Reforms; Cultural Views on Gl Weili Zhao,Daniel Tr?hler Book 2021 The Edi
描述.This book offers a geographically unique?cultural?comparative lens to examine the issue of transnational curriculum knowledge (re)production. Prompted by the ongoing competency-based curriculum reforms on a global scale, this book examines where global frameworks like the OECD’s core competency definitions are rooted and how they are borrowed, resisted, and/or re-contextualized in various European states with a?Christian, foremost Protestant?educational–cultural heritage and Asian countries with a Confucian educational–cultural heritage. It highlights the roles that various factors, such as history, culture, religious attitudes, ideology, and state governance play in nation-states’ re-contextualization of global curriculum policies and practices beyond a simplistic and dualistic globalism/power and nationalism/resistance dynamic. In doing so, it provides a global context to better understand individual nation-state’s continuing curriculum reforms and school practices. At the same time, it situates individual nation-state’s latest curriculum reforms and practices within an international community for healthy dialogues and mutual sharing.?..By selecting two educational–cultural syst
出版日期Book 2021
關(guān)鍵詞Globalization and Localization of Education; Transitional and International Curriculum Studies; Compet
版次1
doihttps://doi.org/10.1007/978-981-16-3009-5
isbn_softcover978-981-16-3011-8
isbn_ebook978-981-16-3009-5
copyrightThe Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapor
The information of publication is updating

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,Die H?rte vom Standpunkt der Atomlehre, so much their subordination to the PISA regime as such that bears witness to its triumph, but rather the adoption of a thoroughly educationalized culture in which large scale assessments currently appear to be the most efficient means of performing it, the origins of which lie in American-nationali
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OUDFRIESE TAAL- EN RECHTSBRONNEN distinctive Bildung, plays the key role has been transforming Finland in one hundred years from one of the poorest country in Europe to the highly advanced democratic welfare society. Many democratic ideas and practices in Finnish basic schooling: trust, autonomy and cooperation between teachers, s
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https://doi.org/10.1007/978-3-662-38045-1urriculum reform has meant a cultural change—moving away from the classical knowledge-centred Humboldtian (.) idea of the?university towards the Anglo-American model focused on measuring and managing learning outcomes. This chapter seeks to explore, through the eyes of academics, how the globally pe
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Die laufende Verwaltung und deren Konten,ucian tradition of learning and governing, making China’s . curriculum more than a replica of the West. Put differently, whilst going global with and keeping abreast of the advanced West, China simultaneously strives to remain local and cultural as a counter discourse against the Western hegemonic g
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https://doi.org/10.1007/978-3-322-85306-6, this paper will discuss how the Korean curriculum reform embodies the effort to make the ideal Korean citizen by translating the global competency discourse together with Korean history and culture. Third, this paper discusses the reactions of Korean teachers and national curriculum developers to
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發(fā)表于 2025-3-23 08:17:55 | 只看該作者
Die Rechtsgestalt der Bundesrepublik,he social). Secondly, the model emphasises social practices where competence takes place within informal, routinised and contextually located activities. Finally, the model underlines personal mastery by interpreting competent performance as spontaneous, natural and non-reflexive. We further extend
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