Investigating 'Collective Individualism Model of Learning': From Chinese Context of Classroom Culture

Autor/inn/en	Xudong, Zhu; Li, Jian
Titel	Investigating 'Collective Individualism Model of Learning': From Chinese Context of Classroom Culture
Quelle	In: Educational Philosophy and Theory, 52 (2020) 3, S.270-283 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2019.1638762
Schlagwörter	Classroom Environment; Learning Theories; Individualism; Collectivism; Asian Culture; Socialization; Experiential Learning; Self Concept; Cognitive Style; Transformative Learning; Talent Development; Cultural Context; Models; Foreign Countries; Comparative Analysis; China + Suchen Sie Ihr Suchwort? Klassenklima; Unterrichtsklima; Learning theory; Lerntheorie; Individualismus; Socialisation; Sozialisation; Experiental learning; Erfahrungsorientiertes Lernen; Selbstkonzept; Cognitive styles; Kognitiver Stil; Pädagogische Transformation; Begabtenförderung; Talentförderung; Analogiemodell; Ausland
Abstract	In the current global push to examine the diverse and complex approach in which classroom culture contributes to the shaping of students' learning cultural identity. Classroom culture plays a fundamental role in constructing students' learning competencies, perceptions and behaviors. Thus, this study conceptualizes and contextualizes a collective individualism learning model to explicate a specific learning model in classroom culture at Chinese particular context historically and traditionally. The collective individualism model is identified as the individualized learning style of students in Chinese classroom culture characterized by nine symbolic objects, including a textbook, an exercise book, a pen, a blackboard, a screen, a computer, a table, a chair and platform in a Chinese collective class. In addition, two core components of formal collectivism and substantive individualism derived from constructive learning theory, social learning theory, Mezirow's transformative learning theory and Kolb's experiential learning theory. The implications for examining the collective individualism model of Chinese classroom culture are likewise linked to innovative talent cultivation and fulfillment of 'Four Good Teachers' goal. Both the discussion and conclusion led to the construction of promising classroom culture at Chinese context practically. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01