The complexity of Chinese pedagogic discourse

Cheng, Lijuan; Nan, XU

doi:10.1080/00220272.2011.595430

Cited by 15 publications

(9 citation statements)

References 2 publications

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“…The above results added evidence regarding the complicated process of how teachers' classroom practices could be shaped by various potential factors arising from teaching planning and implementation. By presenting both of these variations and consistencies evident in the questioning practices across the consecutive lessons, this study supports other researcher's arguments about the complexity of teaching [30][31][32].…”

Section: The Complexity Of Teaching and Classroom Observation Researchsupporting

confidence: 82%

Teacher Questioning Practices over a Sequence of Consecutive Lessons: A Case Study of Two Mathematics Teachers

et al. 2018

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This study examined teacher questioning practices over a sequence of consecutive lessons in China. Based on the IRF (initiation–response–follow-up) framework, a comprehensive coding system was developed to analyze what kinds of verbal questions were initiated by the teachers to elicit mathematical information and in what ways the teachers made use of students’ verbal contributions. This study finds that all participating teachers’ questioning practices showed both variations and consistencies over the lesson sequence. It is argued that the act of asking questions in classroom interaction not only includes the teachers’ conscious planning so as to accomplish pedagogical goals, but also involves the teachers’ unconscious routine in how to build up on students’ thinking.

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Section: The Complexity Of Teaching and Classroom Observation Researchsupporting

confidence: 82%

Teacher Questioning Practices over a Sequence of Consecutive Lessons: A Case Study of Two Mathematics Teachers

et al. 2018

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“…Traditional Chinese discourses and cultures have not been completely superseded by Western ones (Cheng and Xu 2011). Individuals are increasingly constituted as free social subjects who conduct their own economic activities for the benefit of themselves and as individuals who are also responsible for their own behaviors.…”

Section: Discussionmentioning

confidence: 99%

“…Individuals are increasingly constituted as free social subjects who conduct their own economic activities for the benefit of themselves and as individuals who are also responsible for their own behaviors. Western values and discourses are inevitably reinterpreted and adapted when they are introduced into the Chinese context (Cheng and Xu 2011). Traditional Chinese discourses and cultures have not been completely superseded by Western ones (Cheng and Xu 2011).…”

Section: Discussionmentioning

confidence: 99%

Higher Education in the BRICS Countries

Schwartzman¹,

Pinheiro²,

Pillay³

2015

Higher Education Dynamics

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“…It is difficult to describe the difference between Western and Chinese pedagogies that may influence Chinese students' intercultural adaptation and academic transition into the British higher education (Gu & Maley, 2008). One of the reasons is, the Chinese pedagogies that originally inhibited from Confucianism are actively entangled with Western discourse in the course of industrialization in contemporary China (Cheng & Xu, 2011). However, Pratt, Kelly and Wong (1999) make a proposition on the selection of learning approach that annotates learning in Confucian heritage cultures (CHC) as a sequential, indivisible, and irreversible four-stage process.…”

Section: Pedagogical Issuesmentioning

confidence: 99%