Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/19693
Title: 
Authors: 
Subjects: 
Constructivism
China
Pedagogical reforms
Teaching and learning
Traditional teaching
Issue Date: 
2017
Citation: 
Tan, C. (2017). Constructivism and pedagogical reform in China: Issues and challenges. Globalisation, Societies and Education, 15(2), 238-247. https://doi.org/10.1080/14767724.2015.1105737
Abstract: 
This article critically discusses the constructivist ideas, assumptions and practices that underpin the current pedagogical reform in China. It is argued that the acceptance of constructivist views and logics for the reform has generated key challenges for Chinese educators with respect to teaching, learning and assessment in China. The challenges are the perceived incompatibility with the traditional transmission approach in China, the
undermining of content mastery, and conflict with the preferred assessment modes in China. The result is an uneasy co-existence of constructivist ideas, assumptions and practices with traditional beliefs and logics in Chinese schools.
Description: 
This is the final draft, after peer-review, of a manuscript published in Globalisation, Societies and Education. The published version is available online at https://doi.org/10.1080/14767724.2015.1105737
URI: 
ISSN: 
1476-7724 (print)
1476-7732 (online)
DOI: 
File Permission: 
Open
File Availability: 
With file
Appears in Collections:Journal Articles

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