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Learning and teaching in the Chinese classroomresponding to individual needs /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Learning and teaching in the Chinese classroomShane N. Phillipson and Bick-harLam.
Reminder of title:	responding to individual needs /
Author:	Phillipson, Shane N.
other author:	Lam, Bich-har.
Published:	Hong Kong [China] :Hong Kong University Press,c2011
Description:	1 online resource (xx, 393 p.) :ill.
Notes:	Issued as part of UPCC book collections on Project MUSE.
Subject:	EducationChina.
Online resource:	Full text available:
ISBN:	9789888053926 (electronic bk.)

Learning and teaching in the Chinese classroomresponding to individual needs /
Phillipson, Shane N.

Learning and teaching in the Chinese classroomresponding to individual needs /[electronic resource] :Shane N. Phillipson and Bick-harLam. - Hong Kong [China] :Hong Kong University Press,c2011 - 1 online resource (xx, 393 p.) :ill. - Hong Kong teacher education. - Hong Kong teacher education..

Issued as part of UPCC book collections on Project MUSE.

Includes bibliographical references (p. [355]-381) and index.

1. The contexts of teaching in the twenty-first century / Bick-har Lam -- 2. Constructivist perspectives on learning / Bick-har Lam -- 3. Behavioural models of learning / Shane N. Phillipson --4. The role of intelligence in the diversity of learners / Shane N. Philipson -- 5. Therole of creativity in the diversity of learners / Shane N. Phillipson -- 6. Understanding the development of theself / Bick-har Lam -- 7. Motivation and effective learning among Chinese learners / Shane N. Phillipson -- 8. Language development in Chinese learners / Shane N. Phillipson -- 9. The social context of learning / Shane N. Phillipson -- 10. Teachers as researchers and teacher development / Bick-har Lam -- 11. Lesson planning, assessment and learning / Bick-har Lam.

A major concern of all education authorities around the world is thechallenge that schools face in catering for learner diversity. That this concern is shared by authorities in East Asia, including the Education Bureau (EDB) of Hong Kong, is surprising given the high academic achievement of students from this part of the world. This book helps to meet this challenge for teachers in East Asia by focusing on specific research that helps explain the basis for diversity in the Chinese learner. Although there are many textbooks that cover the basic principles of educational psychology, few do not focus on the Chinese learner. This book makes the link between the broad field of educational psychology and how these theories contribute to our understanding of the Chinese learner. This book is unique in that it draws on recent research to illustrate the application of these theories, thereby helping teachers and students in teacher education progammes understand the variability in student achievement. Our book is based on the idea that the Chinese context is in many ways different to other cultural contexts, and that teachers can make a difference to the outcomes of student learning.We also draw on our many years of experience in educating future teachers where our students want us to focus on the Chinese classroom. Our student-teachers also want to be educated by professors whoare themselves researchers. In drawing on research about the Chinese learner we also bring toour student-teachers the richness and value of educational research. We also encourage our student-teachers to think of themselves as "professional researchers" in terms of developing an understanding of the research literature and in finding solutions to their classroom problems.

ISBN: 9789888053926 (electronic bk.)Subjects--Topical Terms:

575453
Education
--China.Index Terms--Genre/Form:

214472
Electronic books.

LC Class. No.: LA1131.82 / .P555 2011

Dewey Class. No.: 371.30951

Learning and teaching in the Chinese classroomresponding to individual needs /
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500 $a Issued as part of UPCC book collections on Project MUSE.
504 $a Includes bibliographical references (p. [355]-381) and index.
505 0 $a 1. The contexts of teaching in the twenty-first century / Bick-har Lam -- 2. Constructivist perspectives on learning / Bick-har Lam -- 3. Behavioural models of learning / Shane N. Phillipson --4. The role of intelligence in the diversity of learners / Shane N. Philipson -- 5. Therole of creativity in the diversity of learners / Shane N. Phillipson -- 6. Understanding the development of theself / Bick-har Lam -- 7. Motivation and effective learning among Chinese learners / Shane N. Phillipson -- 8. Language development in Chinese learners / Shane N. Phillipson -- 9. The social context of learning / Shane N. Phillipson -- 10. Teachers as researchers and teacher development / Bick-har Lam -- 11. Lesson planning, assessment and learning / Bick-har Lam.
520 $a A major concern of all education authorities around the world is thechallenge that schools face in catering for learner diversity. That this concern is shared by authorities in East Asia, including the Education Bureau (EDB) of Hong Kong, is surprising given the high academic achievement of students from this part of the world. This book helps to meet this challenge for teachers in East Asia by focusing on specific research that helps explain the basis for diversity in the Chinese learner. Although there are many textbooks that cover the basic principles of educational psychology, few do not focus on the Chinese learner. This book makes the link between the broad field of educational psychology and how these theories contribute to our understanding of the Chinese learner. This book is unique in that it draws on recent research to illustrate the application of these theories, thereby helping teachers and students in teacher education progammes understand the variability in student achievement. Our book is based on the idea that the Chinese context is in many ways different to other cultural contexts, and that teachers can make a difference to the outcomes of student learning.We also draw on our many years of experience in educating future teachers where our students want us to focus on the Chinese classroom. Our student-teachers also want to be educated by professors whoare themselves researchers. In drawing on research about the Chinese learner we also bring toour student-teachers the richness and value of educational research. We also encourage our student-teachers to think of themselves as "professional researchers" in terms of developing an understanding of the research literature and in finding solutions to their classroom problems.
588 $a Description based on print version record. $a Description based on print version record.
588 $a Description based on print version record.
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