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Classroom Innovation for the Chinese Learner: Transcending Dichotomies and Transforming Pedagogy

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Revisiting The Chinese Learner

Part of the book series: CERC Studies in Comparative Education ((CERC,volume 25))

Abstract

Since the pioneering work on the paradox of the Chinese learner (Watkins & Biggs, 1996; 2001), there has been growing enthusiasm for examining teaching and learning for Chinese learners (Fan, Wong, Cai, & Li, 2004; Lee & Mok, 2008; Rastall, 2006). Biggs (1996) examined Western misperceptions and discussed the importance of sociocultural, contextual and systems perspectives for interpreting learning in the Chinese context. Marton and his colleagues identified the use of the memorizationunderstanding process in explaining the paradox of the Chinese learner (Marton, Dall’Alba, & Tse, 1996). These research efforts have primarily debunked the myth that Chinese students are passive and rote learners. Major advances have now been made examining the influences of cultural and contextual influences on Chinese learners.

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Authors and Affiliations

  1. Co-Director of a Strategic Research Theme Sciences of Learning, The University of Hong Kong, Hong Kong, China

    Carol K. K. Chan

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  1. Carol K. K. Chan
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Correspondence to Carol K. K. Chan .

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Editors and Affiliations

  1. Fac. Education, University of Hong Kong, Pokfulam Road, Hong Kong, Hong Kong SAR

    Carol K.K. Chan

  2. Fac. Education, University of Hong Kong, Pokfulam Road, Hong Kong, Hong Kong SAR

    Nirmala Rao

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Chan, C.K.K. (2010). Classroom Innovation for the Chinese Learner: Transcending Dichotomies and Transforming Pedagogy. In: Chan, C., Rao, N. (eds) Revisiting The Chinese Learner. CERC Studies in Comparative Education, vol 25. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-3840-1_6

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