Titlebook: Constructivism and Teachers in Chinese Culture; Enriching Confuciani Zitong Wei Book 2019 Springer Nature Singapore Pte Ltd. 2019 Construct

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Mawkish

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

Coronation

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

Infraction

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.

ONYM

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.

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發(fā)芽

致命

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.

施舍

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).

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