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Teaching and Learning in Chinese Schools: Core Values and Pedagogic Philosophy

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DOI: 10.4236/chnstd.2014.31001    6,368 Downloads   8,321 Views   Citations
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ABSTRACT

To understand better teaching and learning in schools in modern China, it is not enough to see its pedagogic philosophy as merely a reflection of communist ideology. Core values derived from China’s ancient civilization, especially the teachings of Confucius, arguably exert as much, maybe more, influence.

Conflicts of Interest

The authors declare no conflicts of interest.

Cite this paper

Halpin, D. (2014) Teaching and Learning in Chinese Schools: Core Values and Pedagogic Philosophy. Chinese Studies, 3, 1-3. doi: 10.4236/chnstd.2014.31001.

References

[1] Halpin, D. (2010) National curriculum reform in China and England: Origins, character and comparison. Frontiers of Education in China, 5, 258-269.
[2] Halpin, D., & Moore, A. (2000). Maintaining, reconstructing and creating tradition in education. Oxford Review of Education, 26, 133- 144.
[3] Hu Wenzhong, Grove, C. N., & Zhuang Enping (2010). Encountering the Chinese: A modern country, an ancient culture (3rd ed., pp. 63-68). London: Intercultural Press.
[4] Thorsen, S. (2005). A county of culture (pp. 83, 117, 145, 151, 217, 221, 223, 245-246). Ann Arbor, MI: University of Michigan Press.
[5] Watkins, C., Carnell E., & Lodge, C. (2007). Effective learning in classrooms. London: Sage.

  
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