Titlebook: Constructivism and Teachers in Chinese Culture; Enriching Confuciani Zitong Wei Book 2019 Springer Nature Singapore Pte Ltd. 2019 Construct

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Springer Nature Singapore Pte Ltd. 2019

Complement

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The Survival Wisdom of Middle Managers,ivism in Confucian culture. However, scholars have approached constructivist implementation in Chinese preschool and kindergarten contexts from culturally outsider perspectives and challenged the appropriateness of utilizing constructivism. Concerning the purpose of understanding why teachers in Chi

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https://doi.org/10.1007/978-3-642-54417-0hift. Whereas research reviewed found that teachers preferred direct teaching over constructivism, the etic views, that is, interpretations from cultural outsider perspectives hardly provide culturally meaningful understandings of teaching and learning in Chinese contexts. This chapter reexamines ex

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Christian Niedworok FEBU,Christian Rehmes play and skills of balancing between children’s development and content knowledge learning. Act I is organized in three scenes: active learning – flexibility, heuristic teaching – balancing, and learning through play. These three scenes are presented to show how and why Qiqi enacted active and pla

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https://doi.org/10.1007/978-3-642-55019-5active learning, heuristic teaching, and learning through play. Each of the three scenes describes the ways in which Haohao created a classroom atmosphere and her reflections on its influence on children’s co-construction of experience. Act II further examines Haohao’s reasoning with regard to the n

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