Classroom Culture in China
Jian Li, Xudong Zhu
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Geisteswissenschaften, Kunst, Musik / Bildungswesen
This book comprehensively examines classroom culture in the Chinese context and develops the model of “collective-individualism-based learning.” Classroom culture plays a fundamental role in constructing students’ learning competencies, perceptions, and behaviors. This book puts forward a collective-individualism-based learning model to explain the classroom culture in China, both past and present.
The collective-individualism-based model reflects the individualized learning style of students in Chinese classroom culture, and is characterized by nine symbolic objects; a textbook, an exercise book, a pen, a blackboard, a screen, a computer, a table, a chair, and a platform. In addition to summarizing this approach to learning, the book examines the construction of a classroom culture with Chinese characteristics and argues that the collective-individualism-based model accurately portrays the personal learning style of students in a specific classroom culture that includes particular symbolic objects.
Chinese Basic Education, Chinese Basic Education Culture, Chinese Education Culture, Chinese Educational Development, Classroom Traditions, Classroom, Classroom Structure, Chinese Education Traditions, Chinese Cultural Identity, Chinese Primary School