Chinese Conceptualization of Learning

By Jin Li. 2001

185 citations recorded by the source corpus.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/7840b47216e764587d3351df492d0773b34db388

How researchers see this paper

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In Education

1. Pi-Chu Kuo
2. Chin-Chung Tsai
3. S. Sonnenschein
4. C. Galindo
5. R. Cheng
6. Shui‐fong Lam
7. Sue Bennett
8. Jin Li

Citations in the corpus

• Parents' Beliefs about Children's Math Development and Children's Participation in Math Activities (2012, result): “In contrast to previous findings [44]; (Li [45]), Chinese and Caucasian parents in this study showed somewhat similar beliefs about how children’s developed math.”
• Reconstructing constructivism: Causal models, Bayesian learning mechanisms and the theory theory (2012, unknown): “Everyday Western epistemology is focused on truth, subjectivity, and belief; Confucian– Chinese epistemology focuses more on pragmatic knowledge acquisition and the consensual knowledge that all right-minded persons should learn (Li, 2001;Nisbet, 2003).”
• Learning to Self-Perfect: Chinese Beliefs about Learning (2010, background): “Lack of desire, the opposite of a heart and mind for wanting to learn ( Li, 2001 ), was described as the most severe negative affect.”
• The adaptation of Chinese international students to online flexible learning: two case studies (2008, background): “This is best understood as an expectation of a “teacher-in-charge” pedagogy, where learners still manifest “a sense of agency”, rather than an authoritarian approach (Li 2001).”
• Cram School Students’ Conceptions of Learning and Learning Science in Taiwan (2008, methodology): “When these students were asked to express their views about learning science in particular, most of them conceptualized it as preparing for tests, or calculating and practicing tutorial problems. This study did not reveal any new category than those by Tsai (2004a), and only a subset of categories o”
• Teachers' ethnotheories of the ‘ideal student’ in five western cultures (2007, background): “A core aspect of the Asian profile relates to an attitude towards learning— a ‘heart and mind for wanting to learn’ (Li, 2001, p. ?)”
• The interaction between social goals and self-construal on achievement motivation (2013, background): “In a collectivistic culture, Chinese students have strong social reasons for wanting to achieve academically (Hau & Ho, 2010; Li, 2001, 2002; Tao & Hong, 2000; Yu, 1996).”