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Theorizing Teaching and Learning in Asia and Europe : A Conversation Between Chinese Curriculum and European Didactics.

By: Contributor(s): Material type: TextSeries: Publisher: Oxford : Taylor & Francis Group, 2017Copyright date: ©2017Edition: 1st edDescription: 1 online resource (344 pages)Content type:
  • text
Media type:
  • computer
Carrier type:
  • online resource
ISBN:
  • 9781317616542
Subject(s): Genre/Form: DDC classification:
  • 375.00095099999999
Online resources:
Contents:
Cover -- Title -- Copyright -- Dedication -- Contents -- Series editor's note -- List of figures and tables -- Contributors -- 1 Introduction: theorizing curriculum, teaching and learning in multiple spaces -- Section 1 Perspectives on Chinese curriculum - overview -- 2 Curriculum reform and research in China: a social-historical perspective -- 3 Reactivating templates for international curriculum consciousness: reconsidering intellectual legacies and policy practices between Chinese, Anglo-American and European curriculum studies -- 4 Views of Chinese scholars on the postmodern curriculum -- 5 Theoretical trends for curriculum and teaching in Taiwan: on the reform of the national basic education curriculum -- 6 The rationale of learner-centered teaching and its practice in Hong Kong: a perspective from a Confucian heritage culture -- 7 Didactics meets curriculum studies in the context of teacher education in mainland China: a historical and comparative perspective -- 8 German didactics and its implications for curriculum development in Taiwan -- 9 What mathematics did teachers learn? Comparison of the school and the pre-service teacher mathematics curricula in Germany and Taiwan -- Section 2 Perspectives on European Didactic traditions - overview -- 10 The German Didaktik tradition revisited -- 11 Didaktik and curriculum studies: a European perspective -- 12 Civic education in the view of the UNESCO decade of education for sustainable development and German didactics and curricula of higher education -- 13 Pedagogical thinking and instructional design: the Didaktik perspective -- 14 The power of eclecticism: didactics textbooks in the USA and Germany -- 15 Living in parallel worlds: a transatlantic dialogue between general didactics and instructional design.
16 Conclusion: lessons learned from theorising curriculum, teaching and learning in an Asia-Europe dialogue -- Index.
Summary: This book seeks to add new voices to the debate representing ideas and traditions from a different part of the world. The focus is on Chinese curriculum thinking that has passed through a number of stages and currently represents a blend of some aspects of the American tradition and Chinese cultural traditions. How does Chinese thinking about curriculum, teaching and learning resonate with European didactic traditions and what are the implications for theorizing an expanded field of curriculum studies?.
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Cover -- Title -- Copyright -- Dedication -- Contents -- Series editor's note -- List of figures and tables -- Contributors -- 1 Introduction: theorizing curriculum, teaching and learning in multiple spaces -- Section 1 Perspectives on Chinese curriculum - overview -- 2 Curriculum reform and research in China: a social-historical perspective -- 3 Reactivating templates for international curriculum consciousness: reconsidering intellectual legacies and policy practices between Chinese, Anglo-American and European curriculum studies -- 4 Views of Chinese scholars on the postmodern curriculum -- 5 Theoretical trends for curriculum and teaching in Taiwan: on the reform of the national basic education curriculum -- 6 The rationale of learner-centered teaching and its practice in Hong Kong: a perspective from a Confucian heritage culture -- 7 Didactics meets curriculum studies in the context of teacher education in mainland China: a historical and comparative perspective -- 8 German didactics and its implications for curriculum development in Taiwan -- 9 What mathematics did teachers learn? Comparison of the school and the pre-service teacher mathematics curricula in Germany and Taiwan -- Section 2 Perspectives on European Didactic traditions - overview -- 10 The German Didaktik tradition revisited -- 11 Didaktik and curriculum studies: a European perspective -- 12 Civic education in the view of the UNESCO decade of education for sustainable development and German didactics and curricula of higher education -- 13 Pedagogical thinking and instructional design: the Didaktik perspective -- 14 The power of eclecticism: didactics textbooks in the USA and Germany -- 15 Living in parallel worlds: a transatlantic dialogue between general didactics and instructional design.

16 Conclusion: lessons learned from theorising curriculum, teaching and learning in an Asia-Europe dialogue -- Index.

This book seeks to add new voices to the debate representing ideas and traditions from a different part of the world. The focus is on Chinese curriculum thinking that has passed through a number of stages and currently represents a blend of some aspects of the American tradition and Chinese cultural traditions. How does Chinese thinking about curriculum, teaching and learning resonate with European didactic traditions and what are the implications for theorizing an expanded field of curriculum studies?.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2025. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.

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