Conception of Teaching Higher Order Thinking: Perspectives of Chinese Teachers in Hong Kong

Autor/in	Yeung, Sze-yin Shirley
Titel	Conception of Teaching Higher Order Thinking: Perspectives of Chinese Teachers in Hong Kong
Quelle	In: Curriculum Journal, 26 (2015) 4, S.553-578 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-5176
DOI	10.1080/09585176.2015.1053818
Schlagwörter	Foreign Countries; Thinking Skills; Chinese; Cultural Influences; Teaching Methods; Instructional Effectiveness; Barriers; Cultural Awareness; Grounded Theory; Qualitative Research; Interviews; Educational Strategies; Teacher Attitudes; Marijuana; Epistemology; Confucianism; Cultural Differences; Hong Kong + Suchen Sie Ihr Suchwort? Ausland; Denkfähigkeit; China; Chinesen; Cultural influence; Kultureinfluss; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Cultural identity; Kulturelle Identität; Qualitative Forschung; Interviewing; Interviewtechnik; Lehrstrategie; Lehrerverhalten; Erkenntnistheorie; Konfuzianismus; Kultureller Unterschied; Hongkong
Abstract	Enhancing the higher order thinking (HOT) ability of students is a worldwide educational goal. This has also become a significant objective in the curriculum reforms in Hong Kong, which aims at better preparation of students to meet the challenges of the new era. Cultural aspects are often regarded as salient in determining approaches to teaching. The influence of Chinese traditions on teaching in Hong Kong has been discussed by many researchers, who found the thinking of Confucius still strongly influences the conception of teaching of Chinese teachers. By the in-depth interviews with 12 Chinese teachers, their conceptions of effective HOT teaching were examined. Nine teaching tips were suggested by the teachers. The list of HOT teaching tips reflects that intermingled values of Western and traditional Chinese education are embraced. The findings also show how Chinese values influence teachers' conceptions of effective HOT teaching and the results are discussed with reference to the influence of Confucian thought. The comparatively narrow conceptions regarding HOT teaching imply that certain cultural barriers are still hampering Hong Kong teachers in the post-handover period. One major recommendation is that an awareness of the cultural values of the context is important for any application of foreign methods of teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01