Relevant bibliographies by topics / Confucius Classroom

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Confucius Classroom'

Author: Grafiati
Published: 20 February 2023

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Journal articles on the topic "Confucius Classroom"

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Song, Fei, and Minghui Xu. "Research on the Effectiveness of the Confucius Institute (Classroom) Based on Linear Regression Models." Theory and Practice in Language Studies 7, no. 9 (September 1, 2017): 748. http://dx.doi.org/10.17507/tpls.0709.06.

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China has invested heavily in development of the Confucius Institute (Classroom) for the going-global of Chinese language and culture. And its effectiveness evaluation is an essential reference to the reinvestment on the Confucius Institute (Classroom) development as well as to its budget reallocation. Considering that there were basically no such researches in this field ever before, linear regression models (LRMs) were employed in this paper to research the effectiveness of Confucius Institute and establish fitting function models between inputs and outputs, which could provide a tool to quantitatively evaluate the effectiveness in the future. And in this way, the conclusions could be more objective and bases of resource redistribution more scientific. Based on current data, it is found that the growth of the number of government-sponsored Chinese teachers and volunteers lags behind that of the "rigid Chinese language learners" for more than 2 years; If China invests 1,000 Yuan in the project of "the Salary and Training Fee of Chinese Deans and Teachers (including Volunteers) " , the number of the "rigid Chinese language learners" will rise by 10 to 13; if there is an additional overseas test center in the Confucius Institute (Classroom), the "rigid Chinese language learners" of this semester will rise by more than 5,927; and if there is an additional registered student in the Confucius Institute (Classroom), it will rise by more than 6.
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Fu, W., and Z. Liu. "The Leading Function Analysis of Confucius Institute Linguistic Landscape in Teaching Standard Chinese to International Learners." NSU Vestnik. Series: Linguistics and Intercultural Communication 20, no. 4 (February 10, 2023): 68–76. http://dx.doi.org/10.25205/1818-7935-2022-20-4-68-76.

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This paper is based on the Scollon & Scollon’s place semiotics framework combined with the Kress & van Leeuwen’s multimodal theory and Sockett and other scholars’ informal learning theories. By means of qualitative and quantitative methods, the leading function of the Confucius Institute linguistic landscape in teaching Chinese to foreigners is analyzed. It is shown that the Confucius Institute linguistic landscape plays a leading role at the initial stage of the Chinese language acquisition. This role is based on the main function of the Confucius Institute and is manifested in three mechanisms: attracting attention, shaping an image, and stimulating further learning of Chinese. The results show that to be effective in international communication, mastering Chinese should not be limited to classroom teaching, but it should also focus on various language practices outside the classroom. The linguistic landscape of the Confucius Institute serves as a supplement to classroom teaching, and the visual space it provides is obviously different from that of Chinese textbooks and test papers which are mainly focused on text reading. In addition to keywords, linguistic landscapes also provide other symbolic means, such as multimodal visual media, image symbols, plate-like structures, and color patterns. This pioneering method of teaching can greatly enhance foreign students’ cognition and understanding of the Chinese culture and their interest in learning Chinese. Linguistic landscape and Chinese classroom teaching complement each other in teaching Chinese internationally. To sum up, this research focuses on the leading function of the Confucius Institute linguistic landscape, attempting to explore its mechanism and role in the international spread of the Chinese language.
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Okoye, Somtochukwu Daniel, Emmanuel Chidiebere Edeh, and Yincang Zhang. "Investigating the use of a local Chinese character textbook (Learn Chinese Characters Easily) for teaching at the Confucius classroom of Federal Polytechnic Oko, Nigeria." Journal of Chinese Writing Systems 6, no. 4 (November 30, 2022): 281–95. http://dx.doi.org/10.1177/25138502221135378.

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The present study investigated the use of the local Chinese character textbook Learn Chinese Characters Easily by Chinese language (second language) learners at the Confucius classroom of Federal Polytechnic Oko, Nigeria. A sample of 50 students out of the 65 selected from the Confucius classroom were randomly investigated for their opinions on their use of the local Chinese character textbook. The findings indicated that the use of the local Chinese character textbook has aroused students’ interest in Chinese characters through their learning experiences; that the organization and content of the textbook were found to be moderately satisfactory; and that the students admitted that the textbook has helped them improve their Chinese proficiency. Overall, the local textbook is essential for the users but needs improvement in the few areas indicated by the research. Finally, the study offered some innovative suggestions for optimizing the textbook and improving learners’ experiences and learning outcomes.
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Hubbert, Jennifer. "Ambiguous States: Confucius Institutes and Chinese Soft Power in the U.S. Classroom." PoLAR: Political and Legal Anthropology Review 37, no. 2 (October 23, 2014): 329–49. http://dx.doi.org/10.1111/plar.12078.

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Han, Keonghee, and Winfield Scull. "Confucius Culture in the Mainstream Classroom: A Case Study of an Asian American Student." International Journal of Learning: Annual Review 17, no. 1 (2010): 601–16. http://dx.doi.org/10.18848/1447-9494/cgp/v17i01/46794.

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Yang (Frank), Gong, Gao Xuesong (Andy), Li Citing, and Xue Lian. "Language practice in the multilingual workplace: A Confucius Institute in Macau." Círculo de Lingüística Aplicada a la Comunicación 86 (April 16, 2021): 43–54. http://dx.doi.org/10.5209/clac.75494.

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This article reports on an ethnographic study that investigated language practice in a multilingual workplace, a Confucius Institute in Macau. In the study we collected multiple data from five staff members through participatory observations, open-ended interviews, and field notes, to examine their language practice in the Institute. The analysis revealed that multiple languages were chosen to fulfill different purposes on different occasions. Specifically, Putonghua served as the working language of the Institute, English emerged as an auxiliary language along with Putonghua, and Cantonese was used as a group language for native-Cantonese speaker staff. This study also identified that the staff members adopted multilingualism (flexibly using different languages) and English as a lingua franca for communicating with learners outside the classroom, as important strategies for dealing with tasks in encounters with language diversity, divergence between spoken communication and written communication, and lack of multilingual competence. These findings suggest that the stakeholders in Confucius Institutes need to pay more attention to the language practice in these multilingual settings, and provide resources and support to enhance the staff’s bilingual/multilingual communication competence
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Ningsih, Tutuk. "Pendidikan Multikultural Dalam Membentuk Karakter Bangsa Melalui Pembelajaran IPS Di Sekolah Confucius Terpadu SD Mulia Bakti Purwokerto Kabupaten Banyumas." INSANIA : Jurnal Pemikiran Alternatif Kependidikan 22, no. 2 (January 26, 2018): 366–77. http://dx.doi.org/10.24090/insania.v22i2.1225.

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The purpose of this study is to find and describe the multicultural education in forming the character of the nation through social sciences learning. The approach considered suitable for this type of research is qualitative. The results of this study obtained some informations, 1) Multicultural education in forming the character of the nation through social sciences learning at Integrated Confucius Elementary School Mulia Bakti Purwokerto has been done by adjusting subject matter of social sciences in each class, from class I to class V associated with multicultural education. 2) Multicultural education in the empowerment of school culture, social structure and education of equal / fair in forming the character of the nation through social sciences learning at Integrated Confucius Elementary School Mulia Bakti Purwokerto has been done by the teachers welcome their students coming every morning, the students shake hands and the teachers fix the students' uniforms and tidy up the hair sometimes. Greetings with smile and polite routinely is always getting used. In school there is no distinction, all students get the same recognition, whether they are Muslim or non-Muslim, they are included in every activity, break fasting togheter, feast day, Chinese New Year, and other activities. 3) Multicultural education can be seen from terms of solidarity, cooperation, tolerance, in forming the character of the nation through social sciences learning. The activity of teacher and student in the classroom as well as in schools is done together so that the differences from religion, tribe, culture are not visible in order to maintain cohesiveness in the classroom. In terms of solidarity, students play like students in other schools, they play without discriminating caused by their origins, they also exchange information about their daily religious activities and the good lessons of their religion.
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Sil, Narasingha P. "The Analect and the Arthaśāstrsa: Kongzi of Zhou China and Kauṭilya of Maurya India Compared." SAGE Open 7, no. 4 (October 2017): 215824401774732. http://dx.doi.org/10.1177/2158244017747324.

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Kongzi/Kongfuzi or Confucius of “China” and Cānakya/Viṣṇugupta or Kauṭilya of “India” were statesmen as well as teachers, though never professional classroom instructors. They both dedicated themselves to advising royalty and the ruling class in the art of administration as well as in the secrets of success and survival in a world that was at once uncharitable and unprincipled. Nevertheless, both base their counsels on morality—Kongzi on ren [benevolence] and de [virtue] and Kauṭilya on dharma [duty] and daṇḍa [law]. Both seek to enhance the quality of human life in terms of material and moral riches, their only distinction being the Chinese Master’s teachings are primarily philosophical thus bearing the stamp of universality, whereas the Indian ācārya’s [preceptor’s] insights pertain to the interests of his particular state.
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Wang, Lin, Qiuyan Shan, and Yuan Zhao. "Confucius Classroom of Humanitarian Institute of Novosibirsk State University as a Window for Chinese Language and Culture in Siberia." Vestnik NSU. Series: History and Philology 17, no. 4 (2018): 128–31. http://dx.doi.org/10.25205/1818-7919-2018-17-4-128-131.

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Li, Jun. "China’s Humanistic Zhong-Yong Approach to Educational Partnerships for International Development in Post-Covid-19: Confucian and Ubuntu Perspectives on Confucius Institutes and Classrooms in Africa." Bandung 8, no. 2 (September 3, 2021): 251–69. http://dx.doi.org/10.1163/21983534-08020006.

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Abstract Based on broad observations of the development of Confucius Institutes and Classrooms in Africa over a decade, this article focuses on educational partnerships between Chinese and African educational institutions and their implications for international development, as they relate to international development in the era of post-Covid-19. The author identifies the Confucian Zhong-Yong approach to educational partnerships through Confucius Institutes and Classrooms in Africa, a pragmatic model for educational development centered on Confucianism. Three core characteristics of Confucian educational partnerships – demand-driven, ethics-based and pragmatic – are seen as the key to the success of such partnerships. Reflecting on Ubuntu from a Confucian perspective, the author concludes that China’s humanistic Zhong-Yong approach to partnerships has a unique potential to re-envision education for international development in ways that may be of interest to such international developmental agencies as the Asian Infrastructure Investment Bank, the World Bank, and the United Nations.
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Dissertations / Theses on the topic "Confucius Classroom"

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Tian, Wenli. "China’s Soft Power Strategy in Action: Practices and Effects of the Confucius Classroom Program in Australian Schools." Thesis, The University of Sydney, 2021. https://hdl.handle.net/2123/24736.

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Though the Confucius Classroom (CC) program is a critical component of the Chinese government’s strategy to enhance China’s soft power in schools overseas, there is a lack of detailed empirical analysis of its actual operation and outcomes in existing literature. This research project takes the CC program in Australian schools as a case study to examine whether and how it contributed to China’s soft power in the framework of structuration theory. Through an analysis of qualitative and quantitative data collected from the secondary schools in the state of New South Wales (NSW), this study investigates the implementation of the core components of the CC program in the specific educational setting and their outcomes for China’s soft power. The findings indicate that the program helps promote Chinese language education but does not enhance China’s soft power in the local school community. Hanban’s support in staff, materials, finance and teachers’ training enriches the resources and pedagogies of teaching in the classroom and expands the presence of China in the local community. However, these resources are unable to help achieve the Chinese government’s goals. Instead, Hanban’s behavior in the collaboration process reinforces negative impressions of China that were historically and culturally defined by the local discourses. The study offers new insights into how soft power functions in a contextualized educational setting. For the first time in the field, it highlights the workings of the Chinese government’s soft power strategy amid interactions between contrasting and incongruent socio-political structures, on the one hand, and on the other, between these structures and the human agency of the key stakeholders in China and Australia who are involved in the implementation of the strategy. It is these interactions, not the Chinese government’s personnel, financial and material support or training, that determines the outcomes of the strategy.
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Tran, Ngoc Xuan. "How Teachers Support Students' Mastery Gaol Orientations in Vietnamese Classrooms: The Significance of Relatedness." Thesis, Griffith University, 2016. http://hdl.handle.net/10072/366772.

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Relatedness is a basic psychological need that, when satisfied, facilitates well-being and results in higher motivation and achievement (Ryan & Deci, 2000a). In societies such as Vietnam, where individuals are influenced by Confucian cultural values that emphasise interpersonal relationships, relatedness with significant others is considered an important need for student academic motivation (Bao & Lam, 2008; Chong, Huan, Quek, Yeo, & Ang, 2010). In Vietnamese classrooms, where teachers are viewed as parents who are responsible for the development of students’ knowledge and moral behaviour, student need for relatedness to teachers is considerable. However, few studies have explored the importance of the influence of teacher-student relatedness on Vietnamese students’ learning motivation, especially in settings where student-centered models are implemented with the aim of improving student competence and skill mastery.
Thesis (Professional Doctorate)
Doctor of Education (EdD)
School of Education and Professional Studies
Arts, Education and Law
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Books on the topic "Confucius Classroom"

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Pildegovičs, Pēteris. The Tenth Anniversary of Confucius Institute at the University of Latvia. Edited by Shang Quanyu and Marija Jurso. University of Latvia Press, 2021. http://dx.doi.org/10.22364/aci.21.

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Confucius Institute at the University of Latvia (CIUL), officially inaugurated in 2011, celebrates ten years since its establishment. With the guidance and care of Hanban/Confucius Institute Headquarters, University of Latvia and South China Normal University, CIUL has seen vigorous development and brought about notable achievements.To date, CIUL has opened Chinese Programme at CIUL Headquarters (University of Latvia Academic Library), Confucius Classroom at Riga Culture Secondary School, Confucius Classroom at Daugavpils University, Confucius Classroom at Rezekne Academy of Technologies, Confucius Classroom at Riga Secondary School No. 34, Confucius Classroom at Riga Technical University, Chinese Programme at Transport and Telecommunication Institute, Chinese Programme at Latvia University of Life Sciences and Technologies, Chinese Programme at Jelgava Spīdola Gymnasium, Chinese Programme at Latvian Academy of Culture, Chinese Programme at Montessori School “Pētnieki”, Chinese Programme at Ventspils University of Applied Sciences, Chinese Programme at Liepaja University, Chinese Programme at Krāslava State Gymnasium, Chinese Programme at Jēkabpils State Gymnasium, Chinese Programme at Jaunmārupe Primary School, Chinese Programme at Riga Daugavgrīva Secondary School, Chinese Programme at Riga Secondary School No. 64. In addition, CIUL cooperates with Chinese Programme of Department of Asian Studies at the University of Latvia Faculty of Humanities by providing Chinese teachers and organising various activities. CIUL collaborates with the Embassy of China in supporting Chinese teachers and Chinese Programme activities at Vidzeme University of Applied Sciences, Smiltene Secondary School and Latvian Sports Wushu Federation (Riga Wushu Kungfu Sports School). This volume introduces and illustrates the overall cooperation and the major events at each teaching venue, reviewing the achievements to date and serving as a departure point for future aspirations.
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Book chapters on the topic "Confucius Classroom"

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Toyoda, Mitsuyo. "Transforming harmony in moral dialogue in the classroom." In Philosophy for Children in Confucian Societies, 156–67. Abingdon, Oxon ; New York : Routledge, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9780429028311-10.

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Wang, Jessica Ching-Sze. "Creating moral winds and nurturing moral growth in a P4C classroom community in Taiwan." In Philosophy for Children in Confucian Societies, 54–69. Abingdon, Oxon ; New York : Routledge, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9780429028311-5.

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Choo, Suzanne S., and Sharon Y. S. Quek. "Empowering Students Through Cosmopolitan Literacies: Pedagogical Examples from Classrooms in Confucian Heritage Cultures." In International Handbook on Education Development in Asia-Pacific, 1–19. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-2327-1_27-1.

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Pham, Thanh. "Developing Effective Global Pedagogies in Western Classrooms: A Need to Understand the Internationalization Process of Confucian Heritage Cultures (CHC) Students." In Education in the Asia-Pacific Region: Issues, Concerns and Prospects, 37–52. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-0057-9_3.

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Li, Linda Mingfang. "Language Management at Confucius Institute Classroom Level." In Language Management and Its Impact, 128–67. Routledge, 2018. http://dx.doi.org/10.4324/9781351064064-6.

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Wang, Victor X., and Susan K. Dennett. "What is Your Teaching Style?" In Handbook of Research on Education and Technology in a Changing Society, 581–92. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-6046-5.ch043.

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The authors compare the knowledge facilitator and the knowledge dictator in today's organizations. Research around cultures in the Confucius-influenced Eastern hemisphere relating to teaching approaches and classroom behavior is explored and contrasted to the Western approaches. The differences in learning styles play a major role in how facilitators transmit information and an insight into the different ways information is processed by learners is outlined. In order to remain competitive in the 21st century and in today's global environment, organizations must determine what type of teaching style is influential in their learning culture, and an appreciation of the interactive model of program planning is discussed.
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Phillipson, Shane N., and Hoi Yan Cheung. "Giftedness within the Confucian-heritage Cultures." In Learning Diversity in the Chinese Classroom, 205–47. Hong Kong University Press, 2007. http://dx.doi.org/10.5790/hongkong/9789622098725.003.0007.

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Salomone, Rosemary. "The “New Scramble” for Africa." In The Rise of English, 137–64. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780190625610.003.0006.

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This chapter examines France’s efforts using the “soft power” of language to maintain a presence particularly in French-speaking Africa, and similar efforts by China in its Belt and Road Initiative to gain an economic foothold in the continent. It discusses the ways in which French president Emmanuel Macron has cultivated France’s relationship with the nations of the Organisation internationale de la Francophonie, the critical responses of African intellectuals to his strained attempts at navigating the colonial narrative, and his repeated calls promoting linguistic pluralism over a common language in English. It explores China’s “charm initiative” in spreading its language and culture through its Confucius Institutes and Confucius Classrooms and the mounting opposition to those programs for their lack of transparency and limits on academic freedom. It suggests that France and China may be facing renewed competition from the United Kingdom and the United States in the “new scramble” for Africa.
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Breslin, Shaun. "China’s Global Cultural Interactions." In China and the World, 137–55. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190062316.003.0007.

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As China continues to “rise” in world affairs, its international image is becoming more and more important. The Chinese Communist Party and government has become interested in—some would say obsessed with—its international image. In recent years it has sponsored mega events such as the Shanghai Expo and Olympic Games, G-20 Summit, and Belt and Road Forums. Beijing has also established Confucius Institutes (CIs) and classrooms worldwide, and has internationalized the Chinese media. This chapter examines China’s “soft power” and traces the historical precedents behind the contemporary promotion of Chinese culture abroad. It finds that, despite enormous investment, China’s internatonal image continues to be mixed and challenged by a number of domestic impediments.
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Conference papers on the topic "Confucius Classroom"

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Karjanto, Natanael. "Active Participation and Student Journal in Confucian Heritage Culture Mathematics Classrooms." In International Conference on Mathematics, Geometry, Statistics, and Computation (IC-MaGeStiC 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/acsr.k.220202.018.

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Yam, Min Yee Angeline, Ai-Girl Tan, and Shirley Lim. "A FRAMEWORK OF FOSTERING CRITICAL THINKING IN A MULTICULTURAL, INCLUSIVE CONFUCIAN HERITAGE CLASSROOM." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.0925.

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Sheng, Chen, Xiao Rui, Tang Jiping, and Yu Xiang. "OPPORTUNITIES FOR PROMOTING WUSHU DUANWEI SYSTEM AT CONFUCIUS CLASSROOMS IN THE PHILIPPINES UNDER THE BELT AND ROAD INITIATIVE." In International Conference on Education, Culture and Social Development (ICECSD). Volkson Press, 2018. http://dx.doi.org/10.26480/icecsd.01.2018.18.21.

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Reid, James. "The Change Laboratory in CLIL settings: Foregrounding the Voices of East Asian Students." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.3-7.

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I propose that the Change Laboratory is an underutilized intervention research methodology that can be used to foreground the voices, needs and rights of East Asian students taking English Medium Instruction classes predicated on the Western Socratic learning habitus. In particular, I relate the Change Laboratory methodology to a specific type of EMI pedagogy known as CLIL, Content Language Integrated Learning. What separates CLIL courses from content-based language learning and other forms of EMI, is the planned integration of the ‘4Cs’ of content, cognition, communication and culture into teaching and learning practice (Coyle et al., 2010). CLIL pedagogy aims to motivate and empower students in learner-centered classrooms. However, student voices have not often been foregrounded in research. The Change laboratory (Virkkunen and Newnham, 2013) is an intervention research methodology that can empower students with regard to course design. It applies a “Vygotskyan developmental approach in real-world, collective, organizational settings” (Bligh and Flood, 2015) and is therefore in accordance with CLIL pedagogy underpinned by the constructivist ideas of Bruner, Vygotsky and Piaget. There is much potential for the Change Laboratory to be used in course design as it focuses on how “institutional forms actually unfold locally” (Bligh and Flood, 2015) and has the ability to “develop the transformative agency of marginalized voices in higher education” (Bligh and Flood, 2015). Thus, I argue that Change Laboratory interventions can reduce linguistic imperialism, or perceptions thereof, in English Medium Instruction or CLIL settings in East Asia. They can help investigate the perception of cultural habitus – Confucian and Socratic – that may affect learning dispositions and in doing so redesign courses that better fit the needs of learners.
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