To see the other types of publications on this topic, follow the link: Confucius Classroom.
Journal articles on the topic 'Confucius Classroom'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Confucius Classroom.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
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.
Full textAbstract:
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.
2
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.
Full textAbstract:
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.
3
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.
Full textAbstract:
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.
4
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.
Full text
5
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.
Full text
6
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.
Full textAbstract:
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
7
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.
Full textAbstract:
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.
8
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.
Full textAbstract:
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.
9
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.
Full text
10
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.
Full textAbstract:
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.
11
Jorgensen, Brian. "Nowhere Motel, Light beyond Being." Journal of Education 182, no. 2 (April 2000): 65–80. http://dx.doi.org/10.1177/002205740018200208.
Full textAbstract:
and therefore inevitably encourages moral virtue—or, if the college is a Nowhere Motel, vice. Since Aristotle and recent research on the human brain indicate that, throughout the college years, reason gains power to influence behavior, college is a logical place to study virtue. Many characteristics of college students suggest areas for attention to the teaching of moral virtue; but the essence of college is the development of intellectual virtue, which influences moral virtue. College teachers teach intellectual virtue through their approach to their subject, their conducting of the game or ritual of the classroom, and their moving back and forth between fact and spirit. Because the strongest intellectual virtues can go the most profoundly wrong, Socrates and Confucius suggest that, with the exceptionally gifted, the teacher keep in mind the Good, thought of as a light beyond being. Virtue is inevitably taught in college because real learning is learning to love, and love shapes virtue.
12
Bi, Xinhui, and Iuliia A. Azarenko. "The Role of Confucius Institutes in Chinese Education in Russia (Based on the Example of Confucius Institute of the Humanitarian Institute, Novosibirsk State University)." Oriental Studies 20, no. 4 (2021): 176–86. http://dx.doi.org/10.25205/1818-7919-2021-20-4-176-186.
Full textAbstract:
With the increase of Sino-Russian cooperation in various fields, interest in Chinese is growing in Russia, which highlights the role of Confucius Institute to meet demand. Confucius Institute is a non-profit educational organization jointly established by China and other countries. Each of the 22 Confucius Institutes and classrooms in Russia present its distinctive feature and work hard in helping the Russian people learn Chinese, understand Chinese culture and enhance the humanist exchange between China and Russia. Chinese education is the most important task of the institutes. Using Confucius Institute of Novosibirsk State University as an example, this paper introduces works done by the institute from three aspects. Firstly, it contributes to Chinese education in the university. Secondly, it meets local residents’ needs to learn Chinese. Thirdly, it broadens the scope of regional cooperation and trains local Chinese teachers. With the support of Xinjiang University in China, the Confucius Institute at Novosibirsk State University has cooperated with many higher and secondary education institutions in Russia to expand international cooperation in Chinese education. The effective work of Confucius Institute at Novosibirsk State University has proved that it has played an active role in Chinese education. Against the backdrop of the COVID-19 pandemic, all Confucius Institutes and classrooms in Russia have continued operating by taking advantage of online teaching and learning and explored the route of development characterized with “Internet + Chinese”. The authors believe that Confucius Institutes will keep on contributing to the Chinese education in Russia with the joint efforts of both parties.
13
Li, Juan, Yi Qu, Dayu Wang, and Nan Zheng. "The Role of Institutional Linkages and Regional Institutions in the Location Choice of Outward Foreign Direct Investment: Empirical Evidence from Chinese Firms." Journal of Social Economics Research 9, no. 1 (January 4, 2022): 10–26. http://dx.doi.org/10.18488/35.v9i1.2249.
Full textAbstract:
Differently from the prior studies that look at the determinants of Outward foreign direct investment (OFDI) location choice, based on the institution theory and employing a comprehensive and unique micro-level dataset of Chinese firms, this study is the first to integrate institutional linkages (Confucius Institute) and regional institutions into one framework and looks at the role of the location choices of Chinese OFDI. The results show that Chinese firms prefer to invest in countries with the presence and higher number of Confucius Institutes including Confucius classrooms. Moreover, the institutional linkage of Confucius Institutes can alleviate the possible negative effects caused by the distance between China and the host country, which suggests Confucius Institutes help Chinese firms against liabilities of foreignness and risks and costs of operation in more distant host countries. We also find that the availability and quality of China’s regional institutions have a strong impact on local firms’ willingness and capability of participating.
14
Sum, Emily S. W., and Oh Nam Kwon. "Classroom talk and the legacy of Confucian culture in mathematics classroom." Teaching and Teacher Education 88 (February 2020): 102964. http://dx.doi.org/10.1016/j.tate.2019.102964.
Full text
15
Yochim, Lorin G., and Laura A. Servage. "“I’m not an ESL teacher and I’m not trained to do it”." International Journal of Chinese Education 6, no. 2 (April 2, 2017): 259–87. http://dx.doi.org/10.1163/22125868-12340083.
Full textAbstract:
Abstract This article discusses how teaching faculty in a western Canadian university respond to the growing number of Chinese international students in their classrooms. Interviews (n=21) and survey data (n=60) reveal that professors struggle to communicate academic expectations across language and cultural barriers; develop cross-cultural content; engage students in active learning in the classroom; and provide effective feedback on written work. This in-depth account shows how faculty negotiate demands to both adapt to and create an “internationalized classroom” in the absence of institutional supports. Unsurprisingly, we confirm that adaptation is a struggle. Faculty rely on a combination of personal experience, disciplinary grounding, and stereotyping to inform their efforts. We conclude with a discussion of the limited utility of “Confucian Heritage Culture” (chc) as a path to meaningful change. Though frequently invoked to describe the preferences and behaviors of Chinese students, the homogenizing and misleading assumptions of the chc framework prevent faculty from recognizing the contemporary reality of these students’ country of origin and leads them to neglect individual student learning styles and needs.
16
Mok, Ida Ah Chee. "From the Confucian Tradition to the Digital Era: The Case of Mathematics Teaching in Hong Kong." International Journal of Chinese Education 8, no. 1 (June 7, 2019): 73–94. http://dx.doi.org/10.1163/22125868-12340106.
Full textAbstract:
Abstract Recent years have witnessed an increase in research focused on studying on perspectives of Chinese mathematics instructions. The sustained interest is partly due to the outstanding performances of Chinese students in international studies such as the Trends in International Mathematics and Science Study (TIMSS) (Mullis, et al., 2012) and the Programme for International Student Assessment (PISA) (Organization for Economic Co-operation and Development (OECD), 2010); and partly due to the shared interest in comparative studies of instructional practice across different cultural systems. What have we learned about in mathematics classrooms from international studies? Findings of international studies suggest that how the teacher used the tasks so that the cognitive demand of the learning tasks could be sustained is very important. Despite the good performances of Hong Kong students in international studies, there is a gap between traditional classroom practice and the long established goals for promoting generic capacity in mathematics learning; most of the traditional learning tasks in Hong Kong classrooms are apparently routine and serving a demonstrative purpose as a result of the highly competitive systems. Based on triangulation of the findings of the analysis of the mathematics lessons at different levels, the study shown some robust features in the traditional mathematics teaching practice in Hong Kong classrooms in contrast to some innovative scenarios in a special mathematics lesson. Finally, the author re-examines the robust features in the context of curriculum reforms and the cultural context of Confucian tradition.
17
Lewis, Colin Joseph. "Xunzi’s Ritual Model and Modern Moral Education." European Journal for Philosophy of Religion 13, no. 2 (June 30, 2021): 17–43. http://dx.doi.org/10.24204/ejpr.2021.3307.
Full textAbstract:
While the early Confucians were largely content to maintain the rituals of ancient kings as the core of moral education in their time, it is not obvious that contemporary humans could, or should, draw from the particulars of such a tradition. Indeed, even if one takes ritual seriously as a tool for cultivation, there remains a question of how to design moral education programs incorporating ritual. This essay examines impediments faced by a ritualized approach to moral education, how they might be overcome, and how a ritual method could be developed in modernity. I contend that a Confucian notion of ritual, particularly as elaborated in the Xunzi, is both compatible with modern moral education and capable of making a distinct contribution to moral education in terms of how rituals can be used to structure and inculcate a shared climate of respect and humaneness both in- and outside the classroom. Specifically, the ritual education method includes emphases on inculcating moral fluency via symbolic practices and distinctions, training and appropriately associating promoral dispositions, enhancing moral imagination, and developing awareness of other minds. The model is thus a multifaceted approach to moral education through (meta)cognitive development.
18
Leung, Chi Hung, and Ming Tak Hue. "Factor Structure of Multicultural Teaching Competency Scale for School-teachers in Hong Kong." Australian Journal of Teacher Education 45, no. 7 (July 2020): 1–14. http://dx.doi.org/10.14221/ajte.2020v45n7.1.
Full textAbstract:
This study investigates the perceptions of teaching competency in multicultural classrooms held by 421 teachers at 16 schools in Hong Kong. The aims of the study are (a) to use confirmatory factor analysis to validate a culturally appropriate version of the Multicultural Teaching Competency Scale (MTCS), (b) to assess three types of multicultural-teaching competency, and (c) to provide recommendations for teacher-education institutes and policy makers on developing effective training in multicultural education. The results indicate that a tripartite model assessing skills, knowledge, and relationships, the core features of multicultural-teaching competency as assessed by the MTCS from a Hong Kong sample. The teachers all identified multicultural-teaching relationships as the most important component of multicultural-teaching competency. Future researchers should examine the concurrent validity of the MTCS and the cultural contexts of multicultural-teaching relationships. Recommendations are also made for incorporating the Confucian beliefs of fairness, justice, and equity into multicultural classroom.
19
Wai, Soe Darli. "Confucian conception of critical thinking in teaching English as a foreign language in Myanmar." Journal of Green Learning 2, no. 1 (June 28, 2022): 68–77. http://dx.doi.org/10.53889/jgl.v2i1.107.
Full textAbstract:
The Confucian-Western dichotomy often interprets as Eastern and Western learning. In the framework of lifelong learning, the Confucian philosophy hypothesizes learning as a lifelong progression through which learners of any age learn to become an honorable person and to lead a morally outstanding life. This research has been done to find out whether the Confucian conception of critical thinking possesses is like harmonizing mechanisms to those of the Western conception of critical thinking. This research discovers the comparison of Confucian conception of critical thinking and the Western conception of critical thinking through literature review and text analysis. Reflection on interview survey, questionnaire survey and classroom observation show that Confucian “enlightening approach” works efficiently in today’s effort in critical thinking cultivation in English teaching. The study suggests detailed research in building the theoretical framework for the Confucian conception of critical thinking, examination of other approaches to develop critical thinking abilities in addition the “enlightening approach,” and in-depth studies of present practical research on critical thinking in TEFL in Myanmar to see how they can be useful in materializing Confucian conception of critical thinking.
20
Sellick, Anthony, and James Bury. "CULTURAL DIFFERENCES IN SELF-PERCEPTIONS OF ABILITY, CONFIDENCE, AND PERCEPTIONS OF DIFFICULTY: PEDAGOGICAL IMPLICATIONS FOR THE LANGUAGE CLASSROOM." Journal of Teaching English for Specific and Academic Purposes 6, no. 1 (March 8, 2018): 053. http://dx.doi.org/10.22190/jtesap1801053s.
Full textAbstract:
With the Japanese government aiming to increase the proportion of foreign students attending Japanese universities to 10 percent by 2020, it is important to understand the different perceptions students have. This paper reports on a comparison between students from Confucian heritage culture (CHC) countries and students from non-Confucian Heritage Culture countries. The study found significant differences in the non-CHC students’ self-assessments of English language ability and in their confidence in using English, while no differences were found in perceptions of course difficulty or in final grades. The report briefly discusses some of the pedagogical implications of teaching classes with mixed cultural traditions.
21
He, Guohua, Ran An, and Patricia Faison Hewlin. "Paternalistic leadership and employee well-being: a moderated mediation model." Chinese Management Studies 13, no. 3 (August 5, 2019): 645–63. http://dx.doi.org/10.1108/cms-10-2018-0724.
Full textAbstract:
PurposeThis paper aims to explore the psychological mechanism in the relationship between paternalistic leadership (PL) and employee well-being (EWB) in cross-cultural nonprofit organizations. It also aims to further promote the integration of research on PL and self-concept by examining the relationship between PL and collective self-concept (CSC).Design/methodology/approachData were collected on 72 supervisors and 233 expatriate Chinese teachers from 42 Confucius Institutes and 15 Confucius classrooms in Canada and the USA.FindingsPL has a significant effect on EWB. Benevolent and moral leadership are positively related to CSC, while authoritarian leadership is negatively related to CSC. CSC mediates the relationship between PL and EWB. Furthermore, employees’ cross-cultural adaptability positively moderates the relationship between CSC and EWB; the indirect effect between PL and EWB via CSC is stronger for employees with stronger cross-cultural adaptability.Originality/valueThis is the first study that has examined the psychological mechanism under which PL affects EWB in cross-cultural nonprofit organizations. It contributes to the integration of research on PL and CSC by examining its relationship for the first time. It provides important implications for improving the well-being of expatriate employees in cross-cultural organizations.
22
Wang, Victor X., and Geraldine Torrisi-Steele. "Confucian and Western Teaching and Learning." International Journal of Adult Vocational Education and Technology 6, no. 1 (January 2015): 52–64. http://dx.doi.org/10.4018/ijavet.2015010104.
Full textAbstract:
The authors of this article consider Western teaching and learning alongside Confucian teaching and learning through reviewing the literature. The paper emphasizes that we must teach lower order thinking skills first before we teach higher order thinking skills, and confirms that rote learning and memorization precede critical thinking and creativity. It further confirms Brookfield's theory that cultural differences put a strain on the beautifully, well-reasoned theory of andragogy, which has brought a revolution to adult education and training in North America. Educational implications for instructors in North America who are involved in helping learners from the Confucian culture are such that these instructors should consider incorporating pedagogy into their everyday classroom practice. Andragogy alone may frustrate learners from the Confucian culture. Likewise, Western instructors who wish to practice andragogy in the Confucian culture may find that their practice may be limited by the aforementioned factors. The purpose of this paper is two-fold: Firstly, to contribute to a culturally sensitive discussion of teaching and learning and raise awareness that teaching and learning practices and beliefs are culturally embedded; Secondly, to draw attention to the complementary nature of what initially may appear to be two disparate approaches to teaching and learning. By comparing Western and Confucian teaching and learning perspectives, and reviewing pertinent literature, the authors seek to highlight some important ideas about teaching and learning that should be promoted to achieve the best learning outcomes on the part of all learners placed in this global economy and competition.
23
Hadley, Kathryn Gold. "Children's Word Play: Resisting and Accommodating Confucian Values in a Taiwanese Kindergarten Classroom." Sociology of Education 76, no. 3 (July 2003): 193. http://dx.doi.org/10.2307/3108465.
Full text
24
Thomas, Gregory P. "An Investigation of the Metacognitive Orientation of Confucian-Heritage Culture and Non-Confucian-Heritage Culture Science Classroom Learning Environments in Hong Kong." Research in Science Education 36, no. 1-2 (March 2006): 85–109. http://dx.doi.org/10.1007/s11165-005-3915-x.
Full text
25
Thanh, Pham Thi Hong. "A Theoretical Framework to Enhance Constructivist Learning Reforms in Confucian Heritage Culture Classrooms." International Journal of Educational Reform 25, no. 3 (July 2016): 283–98. http://dx.doi.org/10.1177/105678791602500304.
Full text
26
Foong, Chan-Choong, and Esther G. S. Daniel. "Students’ Argumentation Skills across Two Socio-Scientific Issues in a Confucian Classroom: Is transfer possible?" International Journal of Science Education 35, no. 14 (September 2013): 2331–55. http://dx.doi.org/10.1080/09500693.2012.697209.
Full text
27
Zhao, Weili. "Epistemological flashpoint in China’s classroom reform: (How) can a ‘Confucian do-after-me pedagogy’ cultivate critical thinking?" Journal of Curriculum Studies 52, no. 1 (July 16, 2019): 101–17. http://dx.doi.org/10.1080/00220272.2019.1641844.
Full text
28
Thanh Pham, Thi Hong, and Peter Renshaw. "Formative assessment in Confucian heritage culture classrooms: activity theory analysis of tensions, contradictions and hybrid practices." Assessment & Evaluation in Higher Education 40, no. 1 (February 17, 2014): 45–59. http://dx.doi.org/10.1080/02602938.2014.886325.
Full text
29
Han, Insuk. "Contextualization of Communicative Language Teaching in Confucian Heritage Culture: Challenging Pedagogic Dichotomization." SAGE Open 12, no. 1 (January 2022): 215824402210798. http://dx.doi.org/10.1177/21582440221079895.
Full textAbstract:
Based on the comprehensive comparison of the principles of communicative language teaching (CLT) and the pedagogic ideas of Confucian heritage culture (CHC), this study discusses the conceptual common ground, where both principles can be reconciled, and considers practical, negotiated pedagogic forms with the suggestion of some cases of contextualization of CLT in CHC. In summary, CLT and CHC can be reconciled in their pursuit of education for the whole person, cooperative learning, teaching language structures and content, and task completion orientation. Thus, by distributing more responsibilities to learners and encouraging their participation, students in CHC can experience more communicative lessons. By balancing teaching language forms and content, they can learn language in a more comprehensive way, and by applying task-based learning with precise procedures and controls, their task-orientation tendency can enable students to participate in more communicative activities. These comprehensions and discussions, as a challenge to pedagogic dichotomization, will help English teachers in CHC or intercultural classrooms to flexibly construct context-sensitive pedagogies.
30
Jeffery, Thomas S. "Cultural Differences in EFL Teaching Methods between Korean and Non-Korean Teachers." English Language Teaching 15, no. 1 (December 16, 2021): 53. http://dx.doi.org/10.5539/elt.v15n1p53.
Full textAbstract:
This study investigates key cultural differences in teaching between Korean and “western” teachers, and analyses these via questionnaires given to 35 Korean teachers and 36 non-Korean teachers followed by selected interviews. A significant finding was the emphasis Korean teachers place on testing compared to the “Western” teachers. The relevant literature explains this through Korea’s socio-cultural Confucian context. This study also shows that verbal immediacy, power-distance, uncertainty avoidance and face saving are key elements in Korea’s educational culture compared with western approaches to education.
Finally, qualitative data shows a strong preference by Korean teachers to move away from more traditional aspects of the classroom environment toward an approach where creative and critical thinking can be enabled.
31
Badia Martín, M. del Mar, Rosa Fortuny Guasch, Hongan Zhou, and Erhuo Gu. "Perspectivas comparativas de las partes interesadas sobre la educación inclusiva en cuatro regiones de China." International Journal of New Education, no. 10 (December 31, 2022): 21–38. http://dx.doi.org/10.24310/ijne.10.2022.15282.
Full textAbstract:
The European project INCLUTE (Promoting inclusive education through curriculum development and teacher education in China) European Union (Proyecto Erasmus +) 561.600-EPP-1-2015-CN-EP helps to contribute the demand for highly educated teachers at the primary school level can be tackled, and universities in China can be encouraged to take European standards into consideration. This project is innovative because it focuses on the topic of inclusive education for supporting teacher training for Chinese primary school teachers. The Confucian pedagogical ideal of “learning without discrimination” still predominates among Chinese educators nowadays. However, over the last thirty years, government stakeholders have underscored the need to implement inclusive education policies, following the Western model. Thus, the Chinese educational system has started to implement the “learning in the classroom” policy – a halfway alternative between Confucian traditional pedagogy and the Western notions of inclusive education. Nonetheless, little is known about the Chinese perspectives on, and expectations about, inclusive education. Accordingly, the present study aims to identify the Chinese stakeholders’ perception of inclusive education through a survey, an interview and a focus group out of a sample of 8,412 subjects composed of primary school teachers, government officials and Non-Governmental Organization (NGO) workers from Guanxi, Sichuan, Chongqing and Tibet. The results of this study suggest that Chinese education stakeholders conceptualize inclusive education as a philosophical idea related to new methodological strategies, but that it is not associated with disabilities, education for all or the educational community. The weaknesses and strengths of inclusive education are discussed.
32
CORDEIRO, ALLAN. "Tendencies for Future Research on English Speaking Anxiety in Confucian Heritage Culture (CHC) Students and Teachers." Revista Gatilho 19, no. 02 (December 31, 2020): 18–35. http://dx.doi.org/10.34019/1808-9461.2020.v19.27682.
Full textAbstract:
This paper examines the causes and consequences of Foreign Language Anxiety (FLA) in Second Language Acquisition (SLA). Speaking was the skill that contributed most to a high FLA level and that approximately one-third of students presented a moderate FLA level. Confucian Heritage Cultures (CHCs) students’ experiences were chosen as the focus of our research because they have higher FLA rates of all ethnic groups. The aim of this work is to shed light on English Speaking Anxiety and observe the tendencies to enable future research in this field. The research is based on a series of papers collected from journals. The findings are related to the influence of emotional factors that contribute to anxiety in the classroom and teachers’ attitudes. A high anxiety rate may be related not only to a natural propensity to anxiety, but also to factors related to teachers’ activities and attributes. The studies showed that the tone of voice, gender and the teacher's dress code had an effect on students’ levels of anxiety.
33
Xu, Ying. "Scaffolding Students’ Self-Assessment of Their English Essays with Annotated Samples: A Mixed-Methods Study." Chinese Journal of Applied Linguistics 42, no. 4 (November 26, 2019): 503–26. http://dx.doi.org/10.1515/cjal-2019-0030.
Full textAbstract:
Abstract This paper aims to investigate the effectiveness of rubric-referenced student self-assessment (SSA) on students’ English essay writing by employing a two-group pre-post-quasi-experimental research design. The method was tested on 54 students at a Chinese university. During a 17-week experiment, the experimental group (EG) received the rubric and annotated samples, while the comparison group (CG) received only the rubric in self-assessment. Data sources included students’ scores in the pre-test and post-test and interviews. Quantitative findings indicated that the EG made significantly stronger progress than the CG in the post-test. Interview results suggested that annotation-based rubric-referenced SSA can help students understand the task requirements, initiate their self-regulatory behaviors, and improve their self-assessment confidence, although students still wanted to receive assistance from teachers partly due to the Confucian-heritage culture settings in China. The findings are discussed in terms of the design features of sample annotations within the framework of self-regulated learning (SRL), as well as the implications of using this method in the classroom.
34
Yang, Xiaowan, and Mark Wyatt. "English for specific purposes teachers’ beliefs about their motivational practices and student motivation at a Chinese university." Studies in Second Language Learning and Teaching 11, no. 1 (March 29, 2021): 41–70. http://dx.doi.org/10.14746/ssllt.2021.11.1.3.
Full textAbstract:
While it is increasingly recognized that teachers have a crucial role to play in motivating learners, language teacher cognition research that focuses on beliefs about second language (L2) learner motivation and motivational practices is still rare, particularly in English for specific purposes (ESP) settings in Asia. Furthermore, much of what is available does not employ stimulated recall interviews to facilitate a comparison of espoused beliefs elicited beforehand, observed classroom practices and situated cognitions. We have employed such methodology in an under-researched ESP setting in China, to gain insights into the influence of culture and context on teacher beliefs and behavior. Our qualitative case study of three Chinese ESP teachers highlights harmony and tensions between espoused beliefs regarding student motivation and the teacher’s motivational role, and motivational practices, this harmony/disharmony being likely to impact these teachers’ self-determination. It considers possible reasons for identified tensions, including limited professional development opportunities in ESP, apparently dated knowledge of L2 motivation theory, deeply embedded Confucian values and an entrenched assessment culture. Findings suggest the need for awareness-raising and mentoring activities designed to support cognitive harmony regarding motivation and motivational practices amongst ESP teachers.
35
Baralt, Melissa, and Marcela López Bravo. "Teaching Chinese as a foreign language: A classroom study on the timing of grammar around a task." Chinese as a Second Language Research 5, no. 1 (May 1, 2016): 27–61. http://dx.doi.org/10.1515/caslar-2016-0002.
Full textAbstract:
AbstractContrary to common belief, there is a place for grammar teaching in task-based language teaching (TBLT). It is still an unresolved debate, however, what the most effective timing of grammar teaching is around a task. Citing theory, some methodologists argue against grammar in the pre-task phase (e. g., Willis 1996. A framework for task-based learning. Harlow: Longman; Willis and Willis 2007. Doing task-based teaching. Oxford: Oxford University Press), while others argue for it (e. g., DeKeyser 1998. Beyond focus on form: Cognitive perspectives on learning and practicing second language grammar. In C. Doughty & J. Williams (eds.), Focus on form in classroom second language acquisition, 42–63. Cambridge: Cambridge University Press; Lightbown 1998. What have we here? Some observations on the influence of instruction on L2 learning. In R. Phillipson, E. Kellerman, L. Selinker, M. Sharwood Smith & M. Swain (eds.), Foreign language pedagogy research: A commemorative volume for Claus Faerch, 197–212. Clevedon: Multilingual Matters and Nunan 2004. Task-based language teaching. Cambridge: Cambridge University Press). Still other methodologists have suggested that a pre-task grammar explanation renders TBLT more culturally appropriate in Confucian-heritage teaching contexts (e. g., Carless 2007. The suitability of task-based approaches for secondary schools: Perspectives from Hong Kong. Schools: Perspectives from Hong Kong. System 35. 595–608; Luk 2009. Preparing EFL students for communicative task performance: The nature and role of language knowledge. Asian Journal of English Language Teaching 19. 67–90). None of these claims have been tested empirically. The present paper attempts to contribute to that gap by reporting on a case study that took place in a Chinese as a foreign language classroom in the United States. We examined how a Chinese teacher’s grammar teaching in the pre- versus post-task phase differentially affected the task outcome, as well as the teacher’s and learners’ beliefs of which was most effective. One Chinese teacher and 12 learners participated in the study. Results showed that the task outcome was comprised of more language production, accuracy, and modified output, as well as 15 times more interactional turns, when the grammar was explained in the post-task phase. However, the teacher overwhelmingly valued a grammar explanation in the pre-task phase. Learners were equally divided. We discuss how the methodological timing of grammar shaped discourse differently for the pragmatic ends of tasks, and make suggestions for Chinese teachers new to TBLT.
36
Chen, Qiuxian, and Yuan Liu. "The Impact of Cooperative Learning on CHC Students’ Achievements and Its Changes over the Past Decade." International Journal of Higher Education 6, no. 2 (March 9, 2017): 75. http://dx.doi.org/10.5430/ijhe.v6n2p75.
Full textAbstract:
Informed by emergent learning theories and multiple evidenced benefits, cooperative learning has developed into a widely accepted organization mode of class in the Western context. For the same reason, cooperative learning is transferred, during the past decade, into classrooms of Confucian Heritage Culture (CHC) contexts. Concerns, however, are raised regarding the effectiveness of the transfer, for contextual factors have long been acknowledged as a powerful barrier to borrowed initiatives, especially those that are not compatible with the deep-rooted cultural values in the situated contexts.This paper is built on Thanh-Pham’s (2014) review of literature, which is on the impact of cooperative learning on the CHC students’ learning achievements and conducted during 1990 to 2006. This paper has expanded Thanh-Pham (2014) with a similar review on available literatures, which were published from 2007 up to 2016. This review of 39 publications shows up noticeable changes regarding the impact of cooperative learning in the CHC contexts. Specifically, the positive findings have risen from 47.2% to 86.9%, whereas negative and null change studies fall considerably. Influencing factors are analyzed via SPSS22.0 Software and verified with exemplars. Reasons for these changes point to the changing context and adaptive agency.
37
Bacquet, Gaston. "Increasing Investment and Autonomy in Second-language Learners – an Empirical Study Looking for the L2 Self." International Journal of Applied Linguistics and English Literature 8, no. 6 (November 30, 2019): 54. http://dx.doi.org/10.7575/aiac.ijalel.v.8n.6p.54.
Full textAbstract:
Inspired by years of research into the areas of motivation and learner autonomy, this empirical study aimed at investigating ways of developing both of these dimensions in a Myanmar classroom; most current research output show results of what has been done mostly in Western context or in countries with strong ties to Western culture, such as China, South Korea or Japan. To the best of my knowledge, none of the literature or studies related to Myanmar, a country that presents a very unique set of circumstances for English-language teachers: not only had English been banned in all of its forms for nearly 40 years after the military government came to power (closing down libraries, English-language publications and eradicating the English curriculum from schools), but the country follows a Confucian system of education, which places greater value in memorization than understanding and in strict obedience rather than the development of critical thought (Purdie et al 1996; Han and Yang, 2001). Because of the Confucian belief in the importance of unequal relations in education (Guo ,2016) students are not only discouraged from asking questions but according to their own testimony, even physically punished. With these considerations in mind, the purpose of this study was to investigate the degree to which both autonomy and intrinsic motivation could be developed in Burmese, thus breaking away from the educational model they have followed so far, and to ascertain whether or not such dimensions had an impact in their learning outcomes. Nineteen Intermediate-level Burmese students, enrolled in the General English program at the British Council Myanmar, worked for six weeks twice a week carrying out tasks designed to boost their intrinsic motivation and develop a greater sense of autonomy, to assess if these dimensions had an impact in the students’ learning outcomes and to determine the degree and type of pedagogical interventions needed to facilitate that. Students answered three questionnaires, wrote three journal entries reflecting on their experience as learners and as subjects in the project, and engaged in a variety of tasks which will be described. Additionally, three students were interviewed in person to delve deeper into the issues described above. The first questionnaire was designed to help learners reflect on their own role as learners, The second one was based on Dörnyei’s Ten Commandments for Motivating Language. The final questionnaire was a reflection on the entirety of the course and changes students had experienced throughout. It asked questions concerning motivation, autonomy and identity and it serves as the final data–collection instrument by which to ascertain if any changes occurred in their behaviour, attitude or thinking patterns.
38
Jiang, Lijing. "Retouching the Past with Living Things." Historical Studies in the Natural Sciences 46, no. 2 (April 1, 2016): 154–206. http://dx.doi.org/10.1525/hsns.2016.46.2.154.
Full textAbstract:
Chinese scientists working during the early twentieth century are often understood as radical modernizers. A close examination of research practices in biology at the time, however, complicates such a view. Influential biologists in Nanjing examined in this paper appropriated traditional styles, concerns, and knowledge as crucial constituents in conducting and communicating biological subjects, such as plant taxonomy, comparative anatomy, and goldfish evolution. This paper shows that the prioritized study of those species collected within China was crucial in sustaining traditional styles and knowledge essential to modern biology. As biologists reinterpreted classics, poems, Confucian morality, and historical texts, incorporating them into a scientific life, they changed what it meant to be traditional and scientifically modern at the same time. Particularly, these trends shaped a predominant focus on indigenous species and taxonomic science over experimentation in Nanjing, forging a direction that ran counter to an experimental turn in biology in the wider world. Emphasis on the importance of indigenous species for science, however, added to a full-blown scientific nationalism during the Nanjing Decade (1928–1937), when territorial and economic sovereignty became major concerns for the Guomindang government. With expanding research programs and communities, biologists increasingly presented species within China as potent symbols for national sovereignty in classrooms, at customs, and for museum display. By showing ways of appropriating indigenous species in these scientific and cultural activities, this paper exposes intricate associations between biological things and scientific nationalism in Republican China.
39
Fendos, Justin. "US experiences with STEM education reform and implications for Asia." International Journal of Comparative Education and Development 20, no. 1 (March 13, 2018): 51–66. http://dx.doi.org/10.1108/ijced-10-2017-0026.
Full textAbstract:
Purpose The first indication that traditional lecture-style teaching is not very effective was provided by Dr Donald Bligh in the 1980s and 1990s. As empirical evidence about this fact has continued to accumulate, science, technology, engineering, and math (STEM) education in the USA has undergone a significant change in emphasis away from lecture-based approaches in favor of systems emphasizing more interactive learning. The paper aims to discuss this issue. Design/methodology/approach A wide range of experimental research has employed the principles of scientific teaching to investigate the efficacy of an ever widening range of pedagogical methods. For STEM education, the most successful of these has been active learning. Findings At its core, active learning is a redesign of in-class activities to maximize interactivity and feedback through facilitated problem-solving environments. Although the efficacies of both scientific teaching and active learning have been verified in a wide range of empirical works, the dissemination of these platforms, in general, teaching has been slow, even in the USA. Research limitations/implications The first significant impediment has been an overall lack of awareness coupled with general skepticism about alternative learning methods. Practical implications This paper first reviews the education literature behind scientific teaching and active learning before reviewing some of the challenges to their implementation on an institutional level. Social implications These challenges and known solutions are then applied to the European and East Asian contexts to examine why scientific teaching and active learning remain predominantly an American phenomenon. Originality/value For East Asian countries, the authors offer a commentary on how certain aspects of Confucian classroom culture may interact negatively with efforts to install scientific teaching and active learning systems.
40
Liu, Wei. "The changing pedagogical discourses in China." English Teaching: Practice & Critique 15, no. 1 (May 3, 2016): 74–90. http://dx.doi.org/10.1108/etpc-05-2015-0042.
Full textAbstract:
Purpose This paper aims to explore the changing pedagogic discourses in China today, using the current wave of English curriculum innovation as a focused case. Given the cross-cultural nature of foreign language education, the change in the English as a foreign language curriculum in China has served as a fertile ground for different pedagogical ideas to emerge and to cross. The new English curriculum in China has endorsed a more communicative and humanistic view of language teaching, encouraging teachers to adopt a task-based approach to organize their classroom teaching. The new English curriculum has aroused a heated debate among Chinese scholars on the suitability of such a Western curriculum idea in the Chinese educational context on the basis of its relation to the Confucian tradition of education, the English as a Foreign Language (EFL) context of China and the danger of post-colonialist imposition. Design/methodology/approach A critique is conducted on the three areas of controversies by situating the debate in the larger context of the cross-cultural understanding of the Chinese pedagogic discourse in the process of globalization and internationalization. Findings It is important for China to resist the homogenizing effect of globalization and internationalization in the area of curriculum development; however, being defensive and protective of one’s own and dismissive of others has not been and should not be the attitude of Chinese curriculum reform. The evolution of Chinese pedagogy is not only a result of Western influence but also a result of social change in the process of industrialization (Cheng, 2011). Global trends and national traditions should not be taken as extremes in an incompatible and irreconcilable dichotomy. Originality/value The three areas of debates on the new English curriculum can serve as a good lens into the evolving curriculum discourses in China. They reflect the cultural–historical, contextual and critical considerations among Chinese educational scholars in the national curriculum innovation efforts.
41
Siti Syarah, Erie, Ilza Mayuni, and Nurbiana Dhieni. "Understanding Teacher's Perspectives in Media Literacy Education as an Empowerment Instrument of Blended Learning in Early Childhood Classroom." JPUD - Jurnal Pendidikan Usia Dini 14, no. 2 (November 30, 2020): 201–14. http://dx.doi.org/10.21009/jpud.142.01.
Full textAbstract:
Teacher's abilities to understand the benefits and use of media literacy play an important role in dealing with children as digital natives. Media literacy education can be an instrument through the use of blended-learning websites to address the challenges of education in the 21st century and learning solutions during and after the Covid-19 pandemic. This study aims to figure the teacher's perspective in understanding media literacy as an instrument for implementing blended-learning in early-childhood classes. Using a qualitative approach, this study combines two types of data. Data collection involved kindergarten teachers, six people as informants who attended the interviews and twenty-six participants who filled out questionnaires. Typological data analysis was used for qualitative data as well as simple statistical analysis to calculate the percentage of teacher perspectives on questionnaires collected the pandemic. The findings show five categories from the teacher's perspective. First, about the ability to carry out website-based blended-learning and the use of technology in classrooms and distance learning is still low. It must be transformed into more creative and innovative one. Encouraging teacher awareness of the importance of media literacy education for teachers as a more effective integrated learning approach, especially in rural or remote areas, to be the second finding. Third, national action is needed to change from traditional to blended-learning culture. Fourth, the high need for strong environmental support, such as related-party policies and competency training is the most important finding in this study. Finally, the need for an increase in the ease of access to technology use from all related parties, because the biggest impact of the Covid-19 pandemic is on ECE, which is closely related to the perspective of teachers on technology. The research implication demands increase in technology systems and connections between educators, parents, institutional managers, and education policy holders, for ECE services in urban areas for disadvantaged children, and all children in rural or remote areas.
Keywords: Blended Learning, Early Childhood Classroom, Media Literacy Education
References
Aktay, S. (2009). The ISTE national educational technology standards and prospective primary school teachers in Turkey. International Journal of Learning, 16(9), 127–138. https://doi.org/10.18848/1447-9494/cgp/v16i09/46607
Arke, E. T., & Primack, B. A. (2009). Quantifying media literacy: Development, reliability, and validity of a new measure. Educational Media International, 46(1), 53–65. https://doi.org/10.1080/09523980902780958
Briquet-Duhazé, S. (2019). Websites Consulted by Future Primary Level Schoolteachers in France: Differences between Students and Trainees. American Journal of Educational Research, 7(7), 471–481. https://doi.org/10.12691/education-7-7-6
Bryan, A., & Volchenkova, K. N. (2016). Blended Learning: Definition, Models, Implications for Higher Education. Bulletin of the South Ural State University Series “Education. Education Sciences,” 8(2), 24–30. https://doi.org/10.14529/ped160204
Cappello, G. (2019). Media Literacy in I taly . The International Encyclopedia of Media Literacy, 1–6. https://doi.org/10.1002/9781118978238.ieml0155
Chan, E. Y. M. (2019). Blended learning dilemma: Teacher education in the confucian heritage culture. Australian Journal of Teacher Education, 44(1), 36–51. https://doi.org/10.14221/ajte.2018v44n1.3
Cherner, T. S., & Curry, K. (2019). Preparing Pre-Service Teachers to Teach Media Literacy: A Response to “Fake News.” Journal of Media Literacy Education, 11(1), 1–31. https://doi.org/10.23860/jmle-2019-11-1-1
Cheung, C. K., & Xu, W. (2016). Integrating Media Literacy Education into the School Curriculum in China: A Case Study of a Primary School. Media Literacy Education in China, 1–179. https://doi.org/10.1007/978-981-10-0045-4
Chou, A. Y., & Chou, D. C. (2011). Course Management Systems and Blended Learning: An Innovative Learning Approach. Decision Sciences Journal OfInnovative Education, 9(3), 463–484. https://doi.org/https://doi.org/10.1111/j.1540-4609.2011.00325.x
Crawford, R. (2017). Rethinking teaching and learning pedagogy for education in the twenty-first century: blended learning in music education. Music Education Research, 19(2), 195–213. https://doi.org/10.1080/14613808.2016.1202223
de Abreu, B. (2010). Changing technology: empowering students through media literacy education. New Horizons in Education, 58(3), 26. https://files.eric.ed.gov/fulltext/EJ966657.pdf
Domine, V. (2011). Building 21st-Century Teachers: An Intentional Pedagogy of Media Literacy Education. Action in Teacher Education, 33(2), 194–205. https://doi.org/10.1080/01626620.2011.569457
Friesem, E., & Friesem, Y. (2019). Media Literacy Education in the Era of Post-Truth: Paradigm Crisis. In Handbook of Research on Media Literacy Research and Applications Across Disciplines. IGI Global.
Huguet, A., Kavanagh, J., Baker, G., & Blumenthal, M. (2019). Exploring Media Literacy Education as a Tool for Mitigating Truth Decay. In Exploring Media Literacy Education as a Tool for Mitigating Truth Decay. https://doi.org/10.7249/rr3050
Kalogiannakis, M., & Papadakis, S. (2019). Evaluating pre-service kindergarten teachers’ intention to adopt and use tablets into teaching practice for natural sciences. International Journal of Mobile Learning and Organisation, 13(1), 113–127. https://doi.org/10.1504/IJMLO.2019.096479
Kennedy, A. B., Schenkelberg, M., Moyer, C., Pate, R., & Saunders, R. P. (2017). Process evaluation of a preschool physical activity intervention using web-based delivery. Evaluation and Program Planning, 60, 24–36. https://doi.org/10.1016/j.evalprogplan.2016.08.022
Kupiainen, R. (2019). Media Literacy in F inland . The International Encyclopedia of Media Literacy, 1–6. https://doi.org/10.1002/9781118978238.ieml0147
Liene, V. (2016). Media Literacy as a Tool in the Agency Empowerment Process. Acta Paedagogica Vilnensia, 58–70. https://doi.org/http://dx.doi.org/10.15388/ActPaed.2016.37
Livingstone, S. (2013). Media Literacy and the Challenge of New Information and Communication Technologies. The Communication Review, 7(March), 86. https://doi.org/https://doi.org/10.1080/10714420490280152
Papadakis, S. (2018). Evaluating pre-service teachers’ acceptance of mobile devices with regards to their age and gender: A case study in Greece. International Journal of Mobile Learning and Organisation, 12(4), 336–352. https://doi.org/10.1504/IJMLO.2018.095130
Papadakis, S., & Kalogiannakis, M. (2017). Mobile educational applications for children. What educators and parents need to know. International Journal of Mobile Learning and Organisation, 11(2), 1. https://doi.org/10.1504/ijmlo.2017.10003925
Papadakis, S., Kalogiannakis, M., & Zaranis, N. (2017). Designing and creating an educational app rubric for preschool teachers. Education and Information Technologies, 22(6), 3147–3165. https://doi.org/10.1007/s10639-017-9579-0
Papadakis, S., Vaiopoulou, J., Kalogiannakis, M., & Stamovlasis, D. (2020). Developing and exploring an evaluation tool for educational apps (E.T.E.A.) targeting kindergarten children. Sustainability (Switzerland), 12(10), 1–10. https://doi.org/10.3390/su12104201
Rasheed, R. A., Kamsin, A., & Abdullah, N. A. (2020). Challenges in the online component of blended learning: A systematic review. Computers and Education, 144(March 2019), 103701. https://doi.org/10.1016/j.compedu.2019.103701
Rasi, P., Vuojärvi, H., & Ruokamo, H. (2019). Media Literacy for All Ages. Journal of Media Literacy Education, 11(2), 1–19. https://doi.org/10.23860/jmle-2019-11-2-1
Redmond, T. (2015). Media Literacy Is Common Sense: Bridging Common Core Standards with the Media Experiences of Digital Learners: Findings from a Case Study Highlight the Benefits of an Integrated Model of Literacy, Thereby Illustrating the Relevance and Accessibility of Me. Middle School Journal, 46(3), 10–17. https://doi.org/10.1080/00940771.2015.11461910
Sabirova, E. G., Fedorova, T. V., & Sandalova, N. N. (2019). Features and advantages of using websites in teaching mathematics (Interactive educational platform UCHI.ru). Eurasia Journal of Mathematics, Science and Technology Education, 15(5). https://doi.org/10.29333/ejmste/108367
Schmidt, H. C. (2019). Media Literacy in Communication Education. The International Encyclopedia of Media Literacy, 1–6. https://doi.org/10.1002/9781118978238.ieml0126
Ustun, A. B., & Tracey, M. W. (2020). An effective way of designing blended learning: A three phase design-based research approach. Education and Information Technologies, 25(3), 1529–1552. https://doi.org/10.1007/s10639-019-09999-9
Valtonen, T., Tedre, M., Mäkitalo, Ka., & Vartiainen, H. (2019). Media Literacy Education in the Age of Machine Learning. Journal of Media Literacy Education, 11(2), 20–36. https://doi.org/10.23860/jmle-2019-11-2-2
Wan, G., & Gut, D. M. (2008). Media use by Chinese and U.S. secondary students: Implications for media literacy education. Theory into Practice, 47(3), 178–185. https://doi.org/10.1080/00405840802153783
Wu, J. H., Tennyson, R. D., & Hsia, T. L. (2010). A study of student satisfaction in a blended e-learning system environment. Computers and Education, 55(1), 155–164. https://doi.org/10.1016/j.compedu.2009.12.012
Yuen, A. H. K. (2011). Exploring Teaching Approaches in Blended Learning. Research & Practice in Technology Enhanced Learning, 6(1), 3–23. https://www.researchgate.net/publication/229000574
Zhang, K., & Bonk, C. J. (2019). Addressing diverse learner preferences and intelligences with emerging technologies: Matching models to online opportunities. Canadian Journal of Learning and Technology, 53(9), 1689–1699. https://doi.org/10.1017/CBO9781107415324.004
Zhang, L., Zhang, H., & Wang, K. (2020). Media Literacy Education and Curriculum Integration: A Literature Review. International Journal of Contemporary Education, 3(1), 55. https://doi.org/10.11114/ijce.v3i1.4769
42
Gil, Jeffrey. "Confucius Institute and Confucius Classroom closures: trends, explanations and future directions." Applied Linguistics Review, September 14, 2022. http://dx.doi.org/10.1515/applirev-2022-0111.
Full textAbstract:
Abstract Confucius Institutes (CIs) and Confucius Classrooms (CCs) have always been controversial, with concerns raised by politicians, academics, journalists and members of the public about their impact on the universities, schools and countries which host them. Such concerns have grown to the extent that closures of CIs and CCs have become common. This article analyses data on the closure of CIs and CCs to determine what they mean for this language and culture promotion project. It maps out the scope and scale of closures, explains the reasons behind them, outlines China’s reaction to them and finally speculates about the future of CIs and CCs. It finds that closures have been confined to North America, Australia and Europe due to deteriorating relations with China. However, closures have not occurred in South America, Africa or the Middle East, and new CIs continue to open in these regions. This is due to opinions towards China being largely positive and a need for resources for Chinese language and culture education. Overall, the number of closures is also small, with many times more CIs and CCs still in existence than those which have closed. It would take a long time for all CIs and CCs to be shut down based on current closure rates. China has also demonstrated a willingness to modify how CIs and CCs are managed to ensure their continued existence. The article concludes that the spate of closures which have taken place in recent years does not signal the end of CIs and CCs. Closures will likely keep occurring in North America, Australia and Europe, but CIs and CCs will continue in South America, Africa and the Middle East as long as China is willing and able to support them.
43
Jianzhen 乔建珍, QIAO. "INSTITUTOS CONFÚCIO NOS PAÍSES DE LÍNGUA PORTUGUESA E SEU PAPEL NOS INTERCÂMBIOS POVO A POVO." Pontos de Interrogação — Revista de Crítica Cultural 10, no. 2 (February 16, 2021). http://dx.doi.org/10.30620/p.i..v10i2.10902.
Full textAbstract:
Como um dos membros importantes dos Institutos Confúcio (ICs) globais, os ICs nos países de língua portuguesa contribuíram muito para o intercâmbio entre a China e estes países nas áreas de educação, cultura, economia, diplomacia, etc. Este artigo começa com as informações básicas dos ICs globais, faz uma breve introdução de todos os ICs/CCs (Confucius Classroom) nos últimos catorze anos, tentando cobrir as influências dos ICs em diferentes partes de seu trabalho. No final, são dadas sugestões para o desenvolvimento futuro destes ICs/CCs para que os ICs/CCs contribuam mais para ajudar a melhorar a influência internacional da China e ajudar na construção de uma comunidade de futuro compartilhado para a humanidade.
44
Repnikova, Maria. "Rethinking China's Soft Power: “Pragmatic Enticement” of Confucius Institutes in Ethiopia." China Quarterly, April 18, 2022, 1–24. http://dx.doi.org/10.1017/s0305741022000340.
Full textAbstract:
Abstract This article examines China's most controversial soft power export – the Confucius Institute initiative – through the case study of its promotion and implementation in Ethiopia. As one of China's closest partners in Africa, Ethiopia presents a path-breaking case for examining the potential and the limitations of Confucius Institutes. In contrast to the existing literature that depicts Confucius Institutes largely as contested and limited initiatives, this article shows that Confucius Institutes and Confucius Classrooms have thus far been relatively successful in Ethiopia. Specifically, China's fusion of practical or tangible benefits with language and cultural promotion – what I describe as “pragmatic enticement” – invokes support from key participants in this project, including university administrators, students and Chinese teachers. In the long term, however, even in the highly favourable context of Ethiopia, the sustainability of Confucius Institutes is questionable, as there are apparent gaps between the rising expectations of Ethiopian administrators and students, and the limited resources on the ground.
45
Chou, Peter Tze-Ming. "Motivational Factors in a Blended Learning Course When Teaching Students from Confucian-Heritage Culture." Asian Research Journal of Arts & Social Sciences, March 25, 2020, 1–10. http://dx.doi.org/10.9734/arjass/2020/v10i330146.
Full textAbstract:
This study explores the attitudes of students with Confucian values toward blended learning classroom. In the Confucian learning culture, students are viewed as passive learners, reliant on rote memorization, assessment-driven, obedient to authority, and fearful of showing different opinions to the instructor. This style of learning is different than online learning, which encourages independence and require students to take greater responsibility for their own learning. This study comprised of 94 students who took a blended listening course in English from a medium-sized university in Southern Taiwan. A questionnaire was administered at the end of the course and it was found that the participants in this study demonstrated certain characteristics associated with the Confucian-heritage learning culture. Two important factors in helping students with Confucian values succeed in a blended classroom include classroom management and a user-friendly platform which reduces anxiety associated technology. The use of blended learning would be a good choice for such students because it offers a combination of the traditional classroom that students are used to for parts of the semester with the convenience of online learning for the other parts of the semester.
46
Xiong, Yuke, Yue Wang, Quanquan Wang, Hui Wang, and Ping Ren. "Can Lower Levels of Classroom Victimization be harmful? Healthy Context Paradox Among Chinese Adolescents." Journal of Interpersonal Violence, May 19, 2022, 088626052211024. http://dx.doi.org/10.1177/08862605221102482.
Full textAbstract:
The healthy context paradox is defined as the phenomenon that victims’ psychological adjustment worsens in a context with a lower rate of victimization. The unexpected pattern was primarily confirmed in children and adolescents from western societies, and it is unclear whether classroom-level victimization could moderate the link between peer victimization and psychological adjustment in the Chinese cultural context, where Confucian philosophies and collectivism are highly valued. Furthermore, most existing research used a single method to assess peer victimization. The current study attempted to examine classroom-level peer victimization as a moderator in the association between individual-level peer victimization and depression, self-esteem, and well-being among 2613 Chinese seventh graders (1237 girls, M age = 13.00±.61) from 47 classrooms ( M classroom size = 55.60, range from 45 to 65) using both self-reported and peer-reported information on peer victimization. At the individual level, the results revealed that both self- and peer-reported victimization were positively related to depression and negatively related to self-esteem and well-being. Most importantly, consistent with past findings documenting the healthy context paradox, self-reported victimized youth experienced a higher level of depression and lower level of self-esteem and well-being in classrooms where the overall level of victimization was relatively low. However, the healthy context paradox was not replicated in the nominated data of peer victimization. These results confirmed the healthy context paradox in Chinese culture to some extent. The findings emphasize the importance of measuring peer victimization from multiple sources and suggest there is a need for additional support to victimized middle school students where the classroom context was relatively healthy.
47
Larrotta, Clarena, and Jan Adversario. "Adult Chinese Immigrants Learning English." Adult Learning, December 31, 2020, 104515952098267. http://dx.doi.org/10.1177/1045159520982672.
Full textAbstract:
This article provides an account of a group of adult Chinese immigrants learning English at a cultural center serving the local Asian community. The focus of this teacher-research descriptive case study is on learner experiences as they relate to transition theory and Confucian learner principles and as these materialized through classroom participation. Using transition theory as a lens, the article establishes connections with Confucian learning principles as they emerged in the data collected. Therefore, study findings are presented under four themes: Self, Situation, Strategies, and Support. In view of the Confucian philosophy of learning, the participants’ stories illustrate their understanding of teacher authority, collaborative learning, function of effort, and pursuit of lifelong learning. Thus, the article examines how the learners were adapting or struggling with different daily life aspects that require the use of the English language. Learning English served as catalyst for the adult learners to achieve their goals in the new community and culture.
48
Xiao, Yun. "Chinese Education in the United States: Players and Challenges." Global Chinese 2, no. 1 (January 1, 2016). http://dx.doi.org/10.1515/glochi-2016-0002.
Full textAbstract:
AbstractSince the turn of the twenty-first century, China has emerged as the second largest economy in the world. In the U.S., Chinese speakers became the second largest non-English-speaking population, and Chinese education obtained unprecedented opportunities in both the K-12 school system and higher education. Various players have contributed to this development, with the major ones being (1) the U.S.-government funded National Security Language Initiatives (NSLI), (2) the long existing Chinese community heritage language schools, and (3) China’s Confucius Institute (CI) program. The NSLI has created a number of meaningful projects such as the Foreign Language Assistance Program, the Teacher Exchange and Summer Language Institutes Youth Exchanges, the Flagship Program, and STARTALK, in which the Chinese language is the focus. The Chinese community heritage language schools have a history of over 150 years in the U.S. and are enrolling 200,000 Chinese students (estimated), more than the U.S. K-12 schools and higher education combined. China’s CI program has established 97 CIs and 357 Confucius classrooms in the U.S., which have reached millions of American people and students. However, the present data show that there lacks a coherent language policy in the U.S. education system. Although the above players have joined forces and made great contributions to the development of U.S. Chinese education, each of them is facing significant challenges. On the one hand, NSLI and Chinese community heritage language schools are both on the sidelines of the American public school system. On the other, with CI’s fast expansion, concerns and criticisms grow regarding its role in the context of U.S. higher education. Some of the concerns have been translated into negative actions and policies.
49
Mo, Chuan-Yu, Jiyang Jin, and Peiqi Jin. "Relationship Between Teachers’ Teaching Modes and Students’ Temperament and Learning Motivation in Confucian Culture During the COVID-19 Pandemic." Frontiers in Psychology 13 (May 26, 2022). http://dx.doi.org/10.3389/fpsyg.2022.865445.
Full textAbstract:
Because of the coronavirus disease 2019 (COVID-19) pandemic, the traditional didactic teaching method that is practiced in Confucian culture, an Eastern cultural model, is being challenged by multiple alternative teaching modes. In Western cultures, the teaching behavior of teachers is dependent on their ability to influence the temperament of students; in contrast, teachers in Eastern cultures are influenced by changes in external environment (i.e., social policy). This phenomenon can mainly be explained by the tendency of students in Eastern cultures to adopt a passive learning style because of Confucianism. On the basis of Confucian culture and literature review, we conducted a Chinese-language questionnaire survey of temperament scales and learning motivation, and 724 effective questionnaires were collected and used to explore the relationship between students’ temperament and learning motivation under three teaching modes, namely, online teaching, traditional offline classroom teaching, and online–offline mixed teaching. Conclusions drawn were as follows. (1) In a Chinese Confucian cultural system, the passive learning style of students and its relationship with the surrounding collective culture creates the temperament characteristics of sanguinity and phlegmatism. (2) Influenced by the traditional Confucian values of benevolence and honesty, students with a melancholic temperament do not focus on their learning motivations. Furthermore, changes in external information, to which such students are sensitive, cause them to give up opportunities easily. (3) Similarly, students with a choleric temperament are sensitive and prone to fluctuating emotions, and they tend to be affected by changes in their external environment. (4) Although students have a strong learning motivation under the traditional offline teaching mode, a paradox in individual cognition exists because of differences between Chinese and Western cultures. Therefore, students generally prefer the online–offline mixed teaching mode to the traditional single teaching mode. This study explored factors that influence students’ learning motivation, namely, individual temperament and educational environment (e.g., teaching modes), and provides a reference for the future development of post epidemic education.
50
Xuan, Qianying, Alan Cheung, and Dan Sun. "The effectiveness of formative assessment for enhancing reading achievement in K-12 classrooms: A meta-analysis." Frontiers in Psychology 13 (August 22, 2022). http://dx.doi.org/10.3389/fpsyg.2022.990196.
Full textAbstract:
This quantitative synthesis included 48 qualified studies with a total sample of 116,051 K-12 students. Aligned with previous meta-analyses, the findings suggested that formative assessment generally had a positive though modest effect (ES = + 0.19) on students’ reading achievement. Meta-regression results revealed that: (a) studies with 250 or less students yielded significantly larger effect size than large sample studies, (b) the effects of formative assessment embedded with differentiated instruction equated to an increase of 0.13 SD in the reading achievement score, (c) integration of teacher and student directed assessment was more effective than assessments initiated by teachers. Our subgroup analysis data indicated that the effect sizes of formative assessment intervention on reading were significantly different between Confucian-heritage culture and Anglophone culture and had divergent effective features. The result cautions against the generalization of formative assessment across different cultures without adaptation. We suggest that effect sizes could be calculated and intervention features be investigated in various cultural settings for practitioners and policymakers to implement tailored formative assessment.