Holistic Module Learning: An Experiment in Teaching Reform of Basic Education in China

Autor/in	Zhao, Fengping
Titel	Holistic Module Learning: An Experiment in Teaching Reform of Basic Education in China
Quelle	In: Science Insights Education Frontiers, 11 (2022) 1, S.1475-1483 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2644-058X
Schlagwörter	Holistic Approach; Teaching Methods; Cognitive Ability; Foreign Countries; Social Change; Educational Change; Models; Independent Study; Advance Organizers; Learning Processes; Task Analysis; Integrity; Relevance (Education); Inquiry; Active Learning; Cooperative Learning; Teacher Student Relationship; Talent Development; Elementary Secondary Education; National Curriculum; Curriculum Development; China + Suchen Sie Ihr Suchwort? Holistischer Ansatz; Teaching method; Lehrmethode; Unterrichtsmethode; Denkfähigkeit; Ausland; Sozialer Wandel; Bildungsreform; Analogiemodell; Selbststudium; Lernmaterial; Learning process; Lernprozess; Aufgabenanalyse; Integrität; Relevance; Relevanz; Aktives Lernen; Kooperatives Lernen; Teacher student relationships; Lehrer-Schüler-Beziehung; Begabtenförderung; Talentförderung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung
Abstract	In the context of China's social transformation and educational reform, addressing the problems of fragmented and ineffective learning in traditional teaching modes and enhancing students' academic levels and developing their comprehensive abilities through structured classroom learning have become critical issues in educational reform. The holistic module learning model emerges in this context as the times dictate. It promotes the development of a systematic and holistic view of knowledge for all subjects by teachers and students. Students use major concepts to connect disparate knowledge, skills, and methods in order to develop a persistent and transferable understanding of knowledge and cognitive and noncognitive abilities. The purpose of this paper is to conduct a conceptual analysis of holistic module learning and to discuss its characteristics. The implementation strategies for this model are discussed, as well as the model's significance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01