Pedagogical Transformation and Knowledge-Building for the Chinese Learner

Abstract

This study examines the Chinese learner in the current changing education contexts with their emphasis on 21st century learning goals of inquiry, teamwork, and learning how to learn. With socioeconomic and technological changes, internationalisation and educational reforms, pedagogical approaches developed in the Western countries, such as inquiry-oriented and technology-based learning are becoming increasingly common in Confucian-Heritage Culture (CHC) classrooms. This paper reports on a case study of an expert teacher implementing a computer-supported knowledge-building approach in Hong Kong classrooms over a period of three years. The analyses indicated that the Chinese learners used seemingly contradictory approaches to make meaning, given the contextual dynamics. Similarly, the teacher did not merely adopt the Western model; he developed a transformed pedagogy integrating Chinese and Western approaches to scaffold student learning. The Chinese learners and Chinese teachers employed approaches that transcended the polarised categorisation of surface vs. deep, student-centred vs. teacher-centred, and didactic vs. constructivist approaches in the Chinese classroom. Implications for teaching and learning for Chinese learners in the changing educational contexts are discussed.

Keywords:

• collaboration
• computer-supported learing
• teacher cognition
• sociocultural context
• education return