The seeming ‘round trip’ of learner-centred education: a ‘best practice’ derived from China’s New Curriculum Reform?

You, Yun

doi:10.1080/03050068.2018.1541662

Cited by 52 publications

(37 citation statements)

References 34 publications

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“…Here, the school transition is more than an educational routine of continuing to next-level education; it also involves decisive changes of identities (Amaral et al 2016). It is a process of negotiating with rising pressure at school and in families (You 2019;Zhao 2015). While the participants' experiences cannot represent the situations of all Chinese students, they provide interesting insights into how the current generation defines their roles as learners.…”

Section: Discussionmentioning

confidence: 99%

“…The exam-oriented learning and teaching to pass this high-stakes exam has been maintained after it was abolished in 1903. For most contemporary schools, particularly those with few resources and those with students transitioning to post-compulsory education, these exam-oriented strategies are still considered the most efficient in helping students pass their exams and gain opportunities to continue their education (Wu 2016;You 2019).…”

Section: Compulsory Education In China: Exam-oriented Pedagogical Pramentioning

confidence: 99%

“…Schools with high recruiting requirements are favoured because their students have better chances of earning places at top-tier universities and acquiring good jobs (Zhao 2015). Despite many attempts to change the summative assessment of zhongkao, its "objective" judgement is still considered the most reliable and equitable method for selecting intellectual elites (You 2019), particularly among students with limited educational resources to gain a competitive edge in an otherwise subjective selection system (Dello-Iacovo 2009).…”

Section: Compulsory Education In China: Exam-oriented Pedagogical Pramentioning

confidence: 99%

“…The participants described a series of pedagogical strategies that their school had introduced to secure their academic success, as other Chinese schools do (Wu 2016;You 2019). First, only the subjects examined by zhongkao (the "major subjects") were worthy of being taught.…”

Section: Intensification Of Exam-oriented Strategiesmentioning

confidence: 99%

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Chinese students’ perspectives on learner identity

Wang

2020

Educational Studies

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To gain insight into Chinese students' perspectives on their education, this study examines how they construct their learner identities by navigating multiple subject positions both at school and in their families. Drawing on the frame of learner identity formation and the concepts of Western and Confucian ways of being, thematic analysis is applied to analyse the educational experiences of final-year students (N = 479) at a public middle school in China. The analysis shows the push and pull between various subject positions, such as the exam-oriented self, the enterprising self, the familial self and the free and happy self, around the theme of competition. It highlights the multiplicity and complexities of Chinese students' identification. This study illustrates the value of Western and Confucian ways of being as conceptual tools in identity studies and initiates a discussion on redefining Chinese education through students' identity-formation experiences.

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Section: Discussionmentioning

confidence: 99%

Section: Compulsory Education In China: Exam-oriented Pedagogical Pramentioning

confidence: 99%

Section: Compulsory Education In China: Exam-oriented Pedagogical Pramentioning

confidence: 99%

Section: Intensification Of Exam-oriented Strategiesmentioning

confidence: 99%

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Chinese students’ perspectives on learner identity

Wang

2020

Educational Studies

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“…Many discussions of teaching practice in different regions have been characterized by speculation and stereotyping (Park 2013, You 2019, which is partly fueled by insufficient evidence concerning teaching practices in different locations. One might assume that studies done using standardized classroom observation methodologies such as TEACH (Molina et al 2018a), Stallings (Stallings 1977), or CLASS™ (Teachstone 2017) could be compared across countries.…”

mentioning

confidence: 99%

How Teachers Teach:

Newman¹,

Gentile²

2020

ADB Briefs

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School Culture's Openness to Creative Solutions and Teachers' Inquiry‐Based Teaching: A Multinational Study of Asian and European Countries

Wei,

Chuang,

Smith

2024

Journal of Creative Behavior

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Previous research suggests that teachers' adoption of inquiry‐based teaching is influenced by school culture's openness to creative solutions, with teachers' self‐efficacy in inquiry‐based teaching acting as a mediator. However, considering the potential impact of local educational and socio‐cultural context on teachers' behavior, findings from one country may not readily generalize to another. For example, in regions with limited exposure and resources for inquiry‐based teaching, self‐efficacy may play a more prominent mediating role. Therefore, examining the comparative relationship between school culture's openness to creative solutions and teaching practices in Asian and European countries is worthwhile. This multinational study employed data from 23 Asian and European countries to scrutinize the connection between school culture's openness to creative solutions and inquiry‐based teaching, with teachers' self‐efficacy in inquiry‐based teaching as the mediating factor. The results extended the findings of a previous single‐country investigation and provided evidence supporting an indirect effect of school culture's openness to creative solutions on inquiry‐based teaching as mediated by teacher self‐efficacy across all 23 countries. Furthermore, it revealed stronger effects in Asian countries compared to their European counterparts.

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The seeming ‘round trip’ of learner-centred education: a ‘best practice’ derived from China’s New Curriculum Reform?

Cited by 52 publications

References 34 publications

Chinese students’ perspectives on learner identity

Chinese students’ perspectives on learner identity

How Teachers Teach:

School Culture's Openness to Creative Solutions and Teachers' Inquiry‐Based Teaching: A Multinational Study of Asian and European Countries

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