Chinese and American Classroom Instruction: Confucian and Constructivist Perspective [Konferenzbericht] Paper presented at the American Association for Adult and Continuing Education (AAACE) Commission for International Adult Education (CIAE) Annual Pre-Conference (71st, Milwaukee, WI, Oct 10-11, 2022).

Autor/in	Jiang, Shuaipu
Titel	Chinese and American Classroom Instruction: Confucian and Constructivist Perspective [Konferenzbericht] Paper presented at the American Association for Adult and Continuing Education (AAACE) Commission for International Adult Education (CIAE) Annual Pre-Conference (71st, Milwaukee, WI, Oct 10-11, 2022).
Quelle	(2022), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Cultural Differences; Constructivism (Learning); Confucianism; Asian Culture; Western Civilization; Teaching Methods; Educational Background; Cultural Background; Knowledge Base for Teaching; Foreign Countries; Direct Instruction; Educational Philosophy; Educational Change; English (Second Language); Second Language Learning; Second Language Instruction; Language of Instruction; Class Size; Kindergarten; Elementary Secondary Education; Higher Education; Comparative Education; Group Discussion; Rote Learning; China; United States + Suchen Sie Ihr Suchwort? Kultureller Unterschied; Konfuzianismus; Teaching method; Lehrmethode; Unterrichtsmethode; Vorbildung; Teaching theory; Theory of teaching; Unterrichtstheorie; Ausland; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Bildungsphilosophie; Erziehungsphilosophie; Bildungsreform; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching language; Unterrichtssprache; Klassengröße; Hochschulbildung; Hochschulsystem; Hochschulwesen; Vergleichende Erziehungswissenschaft; Gruppendiskussion; Mechanisches Lernen; USA
Abstract	Classroom instruction in China and in the United States have sharp differences. Typically, constructivist learning theory shapes American classroom instruction whereas Confucian educational culture shapes Chinese classroom instruction. Furthermore, typically, Chinese classrooms adopt a direct instructional approach whereas American classrooms adopt an indirect instructional approach. Awareness of such differences in classroom instruction informs educators of the educational backgrounds of students coming from different educational environments and cultures, enabling educators to better serve different student populations. Additionally, it is worth noting that educational culture worldwide is converging as indicated by world culture theory. This paper presents different classroom instruction in China and the U.S., and inspires educators to learn from the differences, reflect on their own instruction, and eventually innovate and improve their instruction. [For the full proceedings, see ED628982.] (As Provided).
Anmerkungen	Commission for International Adult Education. Available from: American Association for Adult and Continuing Education. 10111 Martin Luther King Junior Highway Suite 200C, Bowie, MD 20720. Tel: 301-459-6261; Fax: 301-459-6241; e-mail: office@aaace.org; e-mail: aaace10@aol.com; Web site: https://www.aaace.org/page/CIAE
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01