Theorizing teaching and learning in Asia and Europe : a conversation between Chinese curriculum and European didactics
著者
書誌事項
Theorizing teaching and learning in Asia and Europe : a conversation between Chinese curriculum and European didactics
(Asia-europe education dialogue)
Routledge, 2017
- : hbk
大学図書館所蔵 全1件
  青森
  岩手
  宮城
  秋田
  山形
  福島
  茨城
  栃木
  群馬
  埼玉
  千葉
  東京
  神奈川
  新潟
  富山
  石川
  福井
  山梨
  長野
  岐阜
  静岡
  愛知
  三重
  滋賀
  京都
  大阪
  兵庫
  奈良
  和歌山
  鳥取
  島根
  岡山
  広島
  山口
  徳島
  香川
  愛媛
  高知
  福岡
  佐賀
  長崎
  熊本
  大分
  宮崎
  鹿児島
  沖縄
  韓国
  中国
  タイ
  イギリス
  ドイツ
  スイス
  フランス
  ベルギー
  オランダ
  スウェーデン
  ノルウェー
  アメリカ
注記
Includes bibliographical references and index
内容説明・目次
内容説明
There has been much debate in recent times between the Anglo American tradition of curriculum studies and the Continental and North European tradition of didactics (Didaktik). As important as such debate has been, 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 deliberately transcends borders and cultures to explore new territory, to provide a platform for open dialogue and to open up new areas of investigation
Chapters include,
Curriculum Reform and Research in China: A Social-Historical Perspective
What Mathematics Did Teachers Learn? Comparison of the School and the Pre-Service Teacher Mathematics Curricula in Germany and Taiwan
Living in Parallel Worlds: A Transatlantic Dialogue between General Didactics and Instructional Design
目次
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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