Abstract
This chapter consists of two acts. Act I introduces the way in which Yaoyao created a prepared environment for children to develop their learning abilities in three scenes: active learning – foreshadowing and flashing back; heuristic teaching – symbolizing; and learning through play. The three scenes present stories of how and why Yaoyao created a positive and playful environment with different emphases. As an extension of Act I, Act II presents Yaoyao’s moral reasoning and implications for using constructivist ideas to enrich the Confucian tradition in two scenes: culturally intrinsic ways of learning through dialogue and observation and time versus tradition. To conclude based on Yaoyao’s descriptions about her teaching, this chapter details the compatibility between constructivist ideas and Confucianism in practice.
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Wei, Z. (2019). Synchronicity and Symbolizing: Reflective Teaching and Learning. In: Constructivism and Teachers in Chinese Culture. Springer, Singapore. https://doi.org/10.1007/978-981-13-2691-2_6
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