Comparison of the Teaching and Learning in German and Chinese VET Schools: A Systematic Classroom Observation Study.

Autor/in	Guo, Henan
Titel	Comparison of the Teaching and Learning in German and Chinese VET Schools: A Systematic Classroom Observation Study.
Quelle	Köln: Universitäts- und Stadtbibliothek Köln (2020), xii, 213 S. PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2) Link als defekt meldenVerfügbarkeit Dissertation, Universität zu Köln, 2020.
Sprache	englisch
Dokumenttyp	online; Monographie
URN	urn:nbn:de:hbz:38-106639
Schlagwörter	Unterrichtsbeobachtung; Vergleichsuntersuchung; China; Deutschland; Dissertation; Lernen; Unterricht; Tiermedizin; Unterrichtsmethode; Unterrichtsbeobachtung; Unterrichtsforschung; Lehren; College; College; Lernen; Lehren; Unterrichtsforschung; Unterrichtsmethode; Unterrichtsmedien; Unterricht; Dissertation; Tiermedizin; Ideenfindung; China; Deutschland
Abstract	Comparative pedagogy is a crossing research domain which involves two fields: comparative education and pedagogy study. Its significance was not realized until the beginning of the 21st century. Under such a background, some large comparative pedagogies studies have been carried out, such as the TIMSS (the International Mathematics and Science Study) video studies and the TALIS (the Teaching and Learning International Survey) videos study. At the same time, there are some other studies on a comparatively smaller scale. Having a glimpse of these studies, it could be found that all of them are confined to general education. In the field of vocational education, this topic is seldom touched. Then in this study, the main aim is to fill in such a gap by comparing the teaching and learning in German and Chinese VET schools. For reflecting the teaching and learning, the adoption of teaching methods and instructional media were regarded as two dimensions. For data collection, systematic classroom observation was utilized. In both countries, 96 teaching hours in accounting related courses in vocational schools were observed and recorded with the help of the instrument developed in this study. Based on the data received from this study, it was concluded that in German schools, it is student-dominant. While in Chinese schools, it is teacher-dominant. At the same time, it was concluded that no essential difference in the utilization of instructional media exists. Afterward, it was intended to interpret the differences by analyzing the contextual differences: teacher education, curriculum, media availability, and class size, for the aim to put forward some suggestions for policy-borrowing between the compared countries. In the end, it was found that in this study, teacher education and curriculum are two significant aspects of explaining the differences. And the author believed that China government should give more stress on the improvement of pedagogical knowledge in the process of teacher education. As well, the curriculum should be reformed from examination-oriented to competence-oriented. (Orig.).
Erfasst von	Deutsche Nationalbibliothek, Frankfurt am Main
Update	2021/1