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?
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?Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
John Chi-Kin Lee is Chair Professor of Curriculum and Instruction, Vice President (Academic) and Director of Centre for Religious and Spirituality Education at The Education University of Hong Kong. Kerry J Kennedy is a Professor in the Department of Curriculum and Instruction and Advisor (Academic Development) at The Education University of Hong Kong. He is also a Distinguished Visiting Professor in Curriculum Studies in the Faculty of Education at the University of Johannesburg.
Inhaltsangabe
Series editor's note List of figures and tables Contributors List of abbreviations 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 USA and Germany 15. Living in Parallel Worlds: A Transatlantic Dialogue Between General Di-dactics and Instructional Design 16. Conclusion: Lessons Learned from Theorising Curriculum, Teaching and Learning in an Asia-Europe Dialogue Index
Series editor's note List of figures and tables Contributors List of abbreviations 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 USA and Germany 15. Living in Parallel Worlds: A Transatlantic Dialogue Between General Di-dactics and Instructional Design 16. Conclusion: Lessons Learned from Theorising Curriculum, Teaching and Learning in an Asia-Europe Dialogue Index
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