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Constructing a paradigm for children...

Li, Jilin.

Constructing a paradigm for children's contextualized learning

Record Type:	Electronic resources : Monograph/item
Title/Author:	Constructing a paradigm for children's contextualized learningby Li Jilin.
Author:	Li, Jilin.
Published:	Berlin, Heidelberg :Springer Berlin Heidelberg :2018.
Description:	xxxii, 228 p. :digital ;24 cm.
Contained By:	Springer eBooks
Subject:	EducationResearch
Online resource:	http://dx.doi.org/10.1007/978-3-662-55612-2
ISBN:	9783662556122$q(electronic bk.)

Constructing a paradigm for children's contextualized learning
Li, Jilin.

Constructing a paradigm for children's contextualized learning[electronic resource] /by Li Jilin. - Berlin, Heidelberg :Springer Berlin Heidelberg :2018. - xxxii, 228 p. :digital ;24 cm.

This book focuses on summarizing four elements from the classic Chinese literary theory: truth, beauty, emotion and imagination. Based on the latest findings from learning sciences and brain science, it elaborates on the reasons for creating contexts in language teaching. It also shows how the aesthetical theories can be used to nurture contextualized instruction and presents six major approaches for creating contexts: creating contexts with real objects, representing contexts with pictures, evoking contexts with music, experiencing contexts with acting, unfolding contexts with real life, and describing contexts with languages. The author is a practitioner with over 30 years of practical research experience and all their studies are discussed in this book.

ISBN: 9783662556122$q(electronic bk.)

Standard No.: 10.1007/978-3-662-55612-2doiSubjects--Topical Terms:

264735
Education
--Research

LC Class. No.: LB1028.25.C6 / L55 2018

Dewey Class. No.: 370.72

Constructing a paradigm for children's contextualized learning
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300 $a xxxii, 228 p. : $b digital ; $c 24 cm.
520 $a This book focuses on summarizing four elements from the classic Chinese literary theory: truth, beauty, emotion and imagination. Based on the latest findings from learning sciences and brain science, it elaborates on the reasons for creating contexts in language teaching. It also shows how the aesthetical theories can be used to nurture contextualized instruction and presents six major approaches for creating contexts: creating contexts with real objects, representing contexts with pictures, evoking contexts with music, experiencing contexts with acting, unfolding contexts with real life, and describing contexts with languages. The author is a practitioner with over 30 years of practical research experience and all their studies are discussed in this book.
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