Chinese-Style Teaching Research: Unique Cultural Origins and Action Plans, and the Institutionalization of Community Learning

Abstract

Chinese-style teaching research is rooted in a well-established culture of observation and introspection, in a tradition which has experienced two thousand years of permutations, leading up to the introduction of new perspectives from modern teaching. The essential characteristics of Chinese-style teaching research are founded in classroom practices, differing to some extent from purely rational introspection, leading to the formation of practice- and evidence-based action plans. Over the last sixty years or so, China’s teaching research organizations for multiple stages of education have developed into a formidable, multi-tiered network without any neglected corners; in addition, the introduction of online management in recent years will certainly create even more space for innovation within the system of community learning for teachers.

Keywords:

• Chinese-style teaching research
• teaching research organizations
• learning model for teacher action and introspection
• two approaches to refining teaching and learning practices

Notes

1 Xueji (Record of learning), in Shisan jing zhushu: liji (Annotations and commentary on the Thirteen Classics: the Book of Rites), with annotations by Zheng Xuan [Han] and commentary by Kong Yingda [Tang], Zhonghua shuju, photo-offset edition.

Additional information

Notes on contributors

Lingyuan Gu

Lingyuan Gu is a professor affiliated with the Shanghai Academy of Educational Sciences and an honorary professor at School of Mathematical Sciences, East China Normal University, Shanghai, China.