1 / 43

Characteristics of Chinese Student Learning: Implications for the General Education Program

Characteristics of Chinese Student Learning: Implications for the General Education Program. Hongshia Zhang 张红霞 Institute of Education Nanjing University, China 2014, 5, 21. Chinese Student Learning Characteristics Paradoxes ： the Causes Implications for General Education Program.

naida
Download Presentation

Characteristics of Chinese Student Learning: Implications for the General Education Program

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Characteristics of Chinese Student Learning: Implications for the General Education Program Hongshia Zhang 张红霞Institute of Education Nanjing University, China 2014, 5, 21

  2. Chinese Student Learning Characteristics Paradoxes：the Causes Implications for General Education Program

  3. Chinese Student Learning Characteristics International Research: 1960s-1980s: Descriptive period Learning styles: surface/deep; time spend; group/independent Learning process: participation; engagement; involvement; environment and strategies Cognitive style: critical thinking/rote learning Cognitive development progression

  4. Based on Piaget and Kemberg’s, William G. Perry’s Theory (1970): Cognitive progression throughout the four-year study: Stage 1. Dualism（二元论） Stage 2. Multiplicity（多元论） Stage 3. Relativism （相对主义，批判性思维） Stage 4. Commitment (付诸行动、献身目标） It has been a good framework for instruction and curriculum planning (e.g.Knefelkamp,1974；Touchton et al.1977) .

  5. 1980s-present: Correlative and modeling period Dependents: Achievement; Gains；Outcome. Independents or mediators: Gender; First generation; Family class Ability (SAT background V participation) Beliefs about knowledge (dualistic/relativistic; rote or enquiry) Institution; Discipline ( V collaboration) Culture

  6. Many controversial findings except: Low participation. 参与度较低 Critical thinking: low level.批判性思维低 Cognitive progression: minor, opposite. 发展缓慢 Learning behavior (participation, involvement) does not correlate so much to achievement as in the West. 学习方式与成绩关系弱 Knowledgeable, less creative; Good for popularizing, not for top-talents. Summary for International research

  7. Domestic student researches from: Qinghua University (NSSE) Nanjing University (SERU)

  8. Cognitive Development 认知(Luo, Y. , Shi, J., Tu, D. 2009)

  9. Knowledge Acquisition 知识

  10. Student Learning Ability 能力

  11. Coursework Rigorousness 难度

  12. “Students have strong motivation to learn, but their understanding of learning goals and significance is relatively poor, only 27 % of the students reported positively.” “America’s strength lies on curriculum.” “We believe that（about examination）…… more of cultural difference, rather than the gap in academic competence of the faculties.” (Luo, Y. , Shi, J., Tu, D. 2009)

  13. Experience in NJU (Gong and Lu, 2012)

  14. Similar to Qinghua, students in Nanjing University responded: “the teacher in the class is very serious, knowledgeable, but I do not why we should know what is learned by these ancient texts?”

  15. 2006 survey (Gong, Zhang, Yu and Qu, 2008) Samples form 8 within top 20 universities Factors for dissatisfaction

  16. Regret for Attending the Institution? Yes. (Gong, Zhang, Yu and Qu, 2008)

  17. Reform Policies • Professor’s teaching hours! • Learning behavior! • Curriculum? • controversial School-level Curriculum Internationalization Project, 2012, Nanjing University

  18. Paradoxes: the Causes Traditional ethics / Civic responsibility (critical thinking) Scientific & technological thinking / Traditional humanities（Jin, Shi, Zi, and Ji） Traditional humanities / Modern humanities General education / Literacy competence education. (Zhu Jiusi,2004; Yang Shuzi; Wang Yiqiu,2006; Zhang Qizi,2004; Song,2000; Zhang,2010; )

  19. A Survey of undergraduates in Shanghai 51% undergraduates in 5 universities believe that it’s unnecessary to study “The History of China” course any longer(Fan, 2009). Faculty’s concept of knowledge Chinese archaeologists’ belief and attitude towards “the Ancient”. There are two tracks of conceptions of “the Ancient”: the reality and ideology (Tang, 2010) .

  20. Cluster Analysis of Learning Behavior (Lu and Zhang, in preparation) Culture matters rather than ranking positions.

  21. A survey after a training program in a huge-conference hall with more than 620 trainees. Reasons for “why keeping silence” Ego-centered Custom Altruism

  22. Cluster analysis of the reasons? (Lu and Zhang, 2014, in preparation) (24%)

  23. Lu and Zhang et al, in preparation; Paletz, Peng et al, 2009; Critical Thinking

  24. Mind-dependent A Objectivity A’ Authority and Experience B Evidence B’ Test C Experiment Human World C’ D Methodology Effects D’ E Communication Dialogue E’ Understanding of science by students in science major in normal universities. (Wan Dongsheng, 2014，Ph.D. Thesis)

  25. We have to pay more attention to teaching content, rather than teaching manner. The belief of “knowledge” affects the approaches and achievement of student learning (Perry, 1970; Säljö, 1978,1979; Schommer, 1990). Culture matters!

  26. What is Knowledge?(Dewey, 1916) Science-based knowledge Organized ethics Natural growth of students Learning to become officials Hierarchical social strata Democratic society

  27. Strengthen the link with reality of Chinese society. Strengthen curriculum internationalization. Put Chinese issues in an international perspective. Only if being placed in today's globalized social context, can Chinese classics have contemporary educational value in general education. The paradoxes, the cognitive dissonance itself, are good teaching materials. Targets of Improvement

  28. Why GEP? Survey findings of poor GEP knowledge. It is a concentrated reflection of a university education aims Easier for management given the limited curricular resources in China. Implications for GEP

  29. Nanjing University’s Double-Three Program Year 4 Focused major Multi-majors Start a career Year 3 Year 2 3000courses open for all 15000 undergraduates Selective ~ individual needs Year 1

  30. Qualitative Comparison General Education Programs J A Sciences T H C Traditional Humanity Modern Humanity Humanity A: America C: China H: HK J: Japan T: Taiwan

  31. General education aims for a globalized world Re-structuring and integrating students’ fragmentary knowledge through improving cross-cultural cognitive competence. Develop “One-world Thinking” : civilizations equal. Natural resources • S&T Population ∙ Consumption per capita

  32. 克里特岛8000多km2 （崇明岛1300km2）

  33. 参考文献 罗清旭，杨鑫辉.《加利福尼亚批判性思维倾向问卷》中文版的初步修订[J].心理发展与教育，2001（3）. 张红霞，郁波.小学科学教师科学素养调查研究[J].教育研究，2004(11). 杨中芳、林升栋. 中庸实践思维体系构念图的建构效度研究[J].社会学研究，2012(4). 杨中芳.如何研究中国人[A].心理学研究本土化论文集[C]，重庆大学出版社，2009. 赵志裕. 中庸思维的测量，一项跨地区研究的初步结果[J]. 香港社会科学学报(香港), 2000(18). 樊娟.新生代大学生文化认同危机及其应对[J].中国青年研究,2009(7).42.

  34. 彼得·费希万，诺琳·费希万，爱格尼丝·蒂瓦里，费利克斯·尤恩. 作为普遍人类现象的批判性思维——中国和美国的视角[J]. 北京大学学报(哲学社会科学版)，2009（1）:55—62. 中国科学技术协会. 2001 年中国公众科学素养调查报告[M] . 北京:科学普及出版社,2005. 钱穆.中国文化史导论[M].北京：九州出版社，2011. 朱九思Zhu, J S. 似曾相识燕归来——评《中国现代大学通识教育》[J].高等教育研究，2004（2）. 龚放, 吕林海. 中美研究型大学本科生学习参与差异的研究——基于南京大学和加州大学伯克利分校的问卷调查[J]，高等教育研究，2012，33(9)。

  35. 朱九思. 似曾相识燕归来——评《中国现代大学通识教育》.高等教育研究，2004（2）. 王义遒. 大学素质教育与文化素质教育[J].北京大学教育评论, 2006（3）. 张岂之. 加强大学文化素质教育课程建设[J].中国高教研究, 2004（4）； 杨叔子，余东升. 文化素质教育与通识教育之比较[J].高等教育研究, 2007（6）. Pike, G. R., Kuh, G. D. and Gonyea, R. M., 2003. The relationship between institutional mission and students’ involvement and educational outcomes. Research in Higher Education. 44(2), 241-261.

  36. Osborne, J. Beyond Constructivism. Science Education ,1996, 80(1): 53-82. Niaz, M. What ‘ideas-about-science’ should be taught in school science? A chemistry teachers’ perspective, Instructional Science , 2008.36,233–249. Paletz, S. and Peng, K. Problem Finding and Contradiction: Examining the Relationship between Naive Dialectical Thinking, Ethnicity and Creativity. Creativity Research Journal, 2009，21(2–3): 139–151, 2009. Zhang, L. F. & Watkins, D. 2001. Cognitive development and student approaches to learning: An Investigation to Perry’s theory with Chinese and U.S. university students. Higher Education: Vol.41:239-261.

  37. Liang, L. Chen, S., Chen, X., ed.al. Assessing preservice elementary teachers’ views on the nature of scientific knowledge: a dual-response instrument. Asia-Pacific Forum on Science Learning and Teaching.Vol9, Issue1. Jun. 2008. Smith, P. B.. Acquiescent response bias as an aspect of cultural communication style. Journal of Cross-Cultural Psychology, 2004, 35(1): 50-61. Stankov, L. 2010. Unforgiving Confucian culture: A breeding ground for high academic achievement, test anxiety and self-doubt? Learning and Individual Differences, Vol.20 (6):555-563. HKPISA Centre ,2011. The fourth HKPISA report PISA 2009: Monitoring the quality of education in Hong Kong from an international perspective. Hong Kong: HKPISA Centre.

  38. Watkins, D.A., Regmi,M.& Astilla, E. The Asian learner as a rote learner stereotype: Myths or reality?[J]. Educational Psychology, 1991,(11):21-34. Kember, D. International students from Asia. In: Tight,M. (Eds.), The Routledge International Handbook of Higher Education[M], New York and London: Routledge.2009. Dahlin, B. & Watkins, D.A. The role of repetition in the processes of memorizing and understanding: A comparison of the views of Western and Chinese school students in Hong Kong[J]. British Journal of Educational Psychology,2000,70:65-84.

  39. Hatano, G. & Inagaki, K. Cultural contexts of schooling revisited: A review of the learning gap from a cultural psychology perspective. In S.G.Paris & H.M.Wellman (Eds.), Global prospects for education: Development, culture, and schooling[M], Washington DC: American Psychological Association, 1998. Schommer, Marlene, Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, Vol 82(3), Sep 1990, 498-504.

  40. Zhang, L.F. and Hood, A.B. (1998). 'Cognitive development of students in China and USA: Opposite directions?', Psychological Reports 82, 1251-1263. Zhang, L.F. (1995). The Construction of a Chinese Language Cognitive Development Inventory and Its Use in a Cross-Cultural Study of the Perry Scheme. Ph.D. thesis: The University of Iowa, Iowa City, IA, USA. Richardson, J. T.E (2013). Epistemological development in higher education. Educational Research Review Volume 9, June, Pages 191–206.

  41. Thank You! hzhang@nju.edu.cn

More Related