標題: Titlebook: Constructivism and Teachers in Chinese Culture; Enriching Confuciani Zitong Wei Book 2019 Springer Nature Singapore Pte Ltd. 2019 Construct [打印本頁] 作者: Negate 時間: 2025-3-21 16:03
書目名稱Constructivism and Teachers in Chinese Culture影響因子(影響力)
書目名稱Constructivism and Teachers in Chinese Culture影響因子(影響力)學科排名
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書目名稱Constructivism and Teachers in Chinese Culture網(wǎng)絡公開度學科排名
書目名稱Constructivism and Teachers in Chinese Culture被引頻次
書目名稱Constructivism and Teachers in Chinese Culture被引頻次學科排名
書目名稱Constructivism and Teachers in Chinese Culture年度引用
書目名稱Constructivism and Teachers in Chinese Culture年度引用學科排名
書目名稱Constructivism and Teachers in Chinese Culture讀者反饋
書目名稱Constructivism and Teachers in Chinese Culture讀者反饋學科排名
作者: 心胸開闊 時間: 2025-3-21 23:13 作者: 恃強凌弱的人 時間: 2025-3-22 04:25 作者: 辮子帶來幫助 時間: 2025-3-22 05:17 作者: Oversee 時間: 2025-3-22 10:21
Contemporary Constructivism and Its Usefulness in a Confucian Context,heory of knowing” wherein children cocreate meanings based on their prior experience (Edmundson, 2013). Because the underlying philosophy is that learning takes place when children actively make cognitive changes through personal discovery of knowledge and social interactions, children’s cognitive d作者: insurrection 時間: 2025-3-22 15:57
Constructivism in Confucian Culture,ivism in Confucian culture. However, scholars have approached constructivist implementation in Chinese preschool and kindergarten contexts from culturally outsider perspectives and challenged the appropriateness of utilizing constructivism. Concerning the purpose of understanding why teachers in Chi作者: insurrection 時間: 2025-3-22 17:43
Constructivist Teaching in China Today,hift. Whereas research reviewed found that teachers preferred direct teaching over constructivism, the etic views, that is, interpretations from cultural outsider perspectives hardly provide culturally meaningful understandings of teaching and learning in Chinese contexts. This chapter reexamines ex作者: municipality 時間: 2025-3-22 21:41 作者: occult 時間: 2025-3-23 02:24
,Flexibility and Balancing: Against the “Apprenticeship of Observation”,s play and skills of balancing between children’s development and content knowledge learning. Act I is organized in three scenes: active learning – flexibility, heuristic teaching – balancing, and learning through play. These three scenes are presented to show how and why Qiqi enacted active and pla作者: dowagers-hump 時間: 2025-3-23 06:14
Synchronicity and Symbolizing: Reflective Teaching and Learning,ities in three scenes: active learning – foreshadowing and flashing back; heuristic teaching – symbolizing; and learning through play. The three scenes present stories of how and why Yaoyao created a positive and playful environment with different emphases. As an extension of Act I, Act II presents 作者: archetype 時間: 2025-3-23 13:31 作者: Mawkish 時間: 2025-3-23 16:36
A Relational Paradigm of Cross-Cultural Learning, such a complicated but interesting topic. While I was attracted by Piaget’s and Vygotsky’s theories as an undergraduate in Beijing, I had difficulty putting them into practice. After coming to the United States and learning more about Western psychological theories, I became curious about why and h作者: Coronation 時間: 2025-3-23 20:30
Book 2019ivism from a culturally emic perspective. Examining the similarities and differences between constructivism and Confucianism from both instructional and moral perspectives, it provides a unique contribution to teaching and teacher education. An understanding of the compatibility between constructivi作者: Infraction 時間: 2025-3-24 00:15
A Hermeneutic Analysis of Chinese Teachers,ections are presented separately for clarity, the four sections constitute an ongoing whole. The holistic analyses in turn enrich the methodologies relationally by reconstructing the constructivist research paradigm with moral interpretations.作者: ONYM 時間: 2025-3-24 04:19
Book 2019nd moral perspectives, it provides a unique contribution to teaching and teacher education. An understanding of the compatibility between constructivism and Confucianism is valuable in cross-cultural exchange and learning, and as such the book is a great source for educational researchers in a time of globalization.作者: alcoholism 時間: 2025-3-24 07:15 作者: 發(fā)芽 時間: 2025-3-24 11:22 作者: 致命 時間: 2025-3-24 18:37
https://doi.org/10.1007/978-3-642-54417-0ections are presented separately for clarity, the four sections constitute an ongoing whole. The holistic analyses in turn enrich the methodologies relationally by reconstructing the constructivist research paradigm with moral interpretations.作者: 施舍 時間: 2025-3-24 22:00
Contemporary Constructivism and Its Usefulness in a Confucian Context,evelopment cannot be separated from their intellectual, affective, and moral development, which together lead toward well-being (Dewey, 1980). Accordingly, teachers mainly act as facilitators and environment creators (Fosnot, 2005b; Glasersfeld, 2005).作者: 口訣法 時間: 2025-3-24 23:22 作者: 細微差別 時間: 2025-3-25 05:37
https://doi.org/10.1007/978-3-642-55019-5ral teaching, reciprocal learning, similarities between constructivists’ and Confucian pedagogies, the importance of distinguishing the means from the end, as well as implications for cross-cultural research.作者: deactivate 時間: 2025-3-25 08:20
A Relational Paradigm of Cross-Cultural Learning,ral teaching, reciprocal learning, similarities between constructivists’ and Confucian pedagogies, the importance of distinguishing the means from the end, as well as implications for cross-cultural research.作者: Hyperalgesia 時間: 2025-3-25 13:27 作者: 主講人 時間: 2025-3-25 16:35
Kathrin Simonis,Michael Rink MD, FEBU learning through dialogue and observation and time versus tradition. To conclude based on Yaoyao’s descriptions about her teaching, this chapter details the compatibility between constructivist ideas and Confucianism in practice.作者: chisel 時間: 2025-3-25 23:29 作者: 古文字學 時間: 2025-3-26 01:50 作者: LARK 時間: 2025-3-26 06:45 作者: 機制 時間: 2025-3-26 10:35 作者: paragon 時間: 2025-3-26 16:09
Zitong WeiExplores the similarities and differences between constructivism and Confucianism.Provides readers with an understanding of constructivist practices from a culturally emic perspective.Offers insights 作者: Barter 時間: 2025-3-26 20:14
http://image.papertrans.cn/c/image/236138.jpg作者: tenosynovitis 時間: 2025-3-26 23:45 作者: 庇護 時間: 2025-3-27 04:33
Springer Nature Singapore Pte Ltd. 2019作者: Complement 時間: 2025-3-27 06:08 作者: Concerto 時間: 2025-3-27 10:19
The Survival Wisdom of Middle Managers,ivism in Confucian culture. However, scholars have approached constructivist implementation in Chinese preschool and kindergarten contexts from culturally outsider perspectives and challenged the appropriateness of utilizing constructivism. Concerning the purpose of understanding why teachers in Chi作者: 不滿分子 時間: 2025-3-27 17:30
https://doi.org/10.1007/978-3-642-54417-0hift. Whereas research reviewed found that teachers preferred direct teaching over constructivism, the etic views, that is, interpretations from cultural outsider perspectives hardly provide culturally meaningful understandings of teaching and learning in Chinese contexts. This chapter reexamines ex作者: 古老 時間: 2025-3-27 18:11 作者: LANCE 時間: 2025-3-27 22:25
Christian Niedworok FEBU,Christian Rehmes play and skills of balancing between children’s development and content knowledge learning. Act I is organized in three scenes: active learning – flexibility, heuristic teaching – balancing, and learning through play. These three scenes are presented to show how and why Qiqi enacted active and pla作者: Picks-Disease 時間: 2025-3-28 04:28 作者: 保存 時間: 2025-3-28 08:18
https://doi.org/10.1007/978-3-642-55019-5active learning, heuristic teaching, and learning through play. Each of the three scenes describes the ways in which Haohao created a classroom atmosphere and her reflections on its influence on children’s co-construction of experience. Act II further examines Haohao’s reasoning with regard to the n作者: 切碎 時間: 2025-3-28 12:35
