Re-Examining the "Chinese Learner": A Case Study of Mainland Chinese Students' Learning Experiences at British Universities

Autor/in	Wu, Qi
Titel	Re-Examining the "Chinese Learner": A Case Study of Mainland Chinese Students' Learning Experiences at British Universities
Quelle	In: Higher Education: The International Journal of Higher Education Research, 70 (2015) 4, S.753-766 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1560
DOI	10.1007/s10734-015-9865-y
Schlagwörter	Foreign Countries; Foreign Student Advisers; Context Effect; Graduate Students; Universities; Learning Experience; Educational Environment; Cultural Awareness; Multicultural Education; Asians; Cultural Differences; Learning Strategies; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Ausländerbeauftragter; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; University; Universität; Lernerfahrung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Cultural identity; Kulturelle Identität; Multikulturelle Erziehung; Asian; Asiat; Asiatin; Asiaten; Asiate; Kultureller Unterschied; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Großbritannien
Abstract	Although a great deal of literature contrasts the Chinese learner with Western learning conceptions and practice, a closer look at these studies reveals that many are explored through the lens of cultural knowledge and assumptions. The results of these studies generate a distorted understanding of Chinese students. Moreover, students' learning is best explained in the context of local environments. This study therefore examines the "Chinese learner" through a case study of mainland Chinese postgraduate students' intercultural learning experiences at British universities. The results show that learning beliefs and behaviors evolve as individuals participate in authentic situations. It is essential to break the stereotypes of Chinese students and constantly document the progress of their learning so as to generate effective intercultural pedagogy and practices in culturally diverse classrooms. Further, how Chinese students approach their learning is a complex phenomenon with multiple facets interacting including external factors, namely sociohistorical, cultural, and academic contexts, and internal factors, such as each student's intellectual development. Academic staff in multicultural classrooms should recognize not just similarities but also diversity of students from the same culture and amend their teaching practices in response to students' developing needs and interests. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01