Teaching the Chinese learner: psychological and pedagogical perspectives

By Christopher Deal. 2002

348 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/8afa5a46036dec2be914657279107d238e64f9c0

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Citations in the corpus

Immediacy, humor, power distance, and classroom communication apprehension in Chinese college classrooms (2005, background): “Moreover, traditional Chinese teaching, albeit not completely rote learning, places the premium on information-packed lecturing, students’ attentive listening, assiduous note-taking, and mechanical memorization skills (Biggs & Watkins, 1996; Hu & Grove, 1999; Watkins & Biggs, 2001).”
Initial motivations for teaching: comparison between preservice teachers in the United States and China (2012, background): “The organisational structure of classes where Chinese teachers teach larger but fewer classes allows for extra non-teaching time to work with colleagues (Cortazzi & Jin, 2001; Lebans & Radigan, 2007), which cultivates a collective-oriented context.”
Changing Practices in Chinese Cultures of Learning (2006, background): “…students are memorising through repeated practice, but for many it does not seem to be ‘rote-learning’ but rather an example of ‘memorising as a way of understanding’ in which input is internalised and memorised but understanding comes later in reflective practice (see Watkins & Biggs, 1996, 2001).”
Exploring Emotion in Teaching: Emotional Labor, Burnout, and Satisfaction in Chinese Higher Education (2008, background): “Teachers’ strictness also highlights the care of students (Biggs & Watkins, 2001).”
The adaptation of Chinese international students to online flexible learning: two case studies (2008, background): “The ‘paradox’ refers to the apparent contradiction between Chinese students’ surface approach to learning and their internationally acknowledged high academic achievement (Biggs, 1996; Watkins & Biggs, 2001).”
Teacher Misbehaviors as Learning Demotivators in College Classrooms: A Cross-Cultural Investigation in China, Germany, Japan, and the United States (2007, background): “In U.S. classrooms, incompetence was the only predictor of demotivation, perhaps attributable to the culture’s overriding emphasis on teachers’ professional responsibility in teaching and training (Biggs & Watkins, 2001; Ho, 2001).”
Demand for private supplementary tutoring: conceptual considerations, and socio-economic patterns in Hong Kong (2003, background): “Hong Kong is also strongly influenced by what some researchers have called the Confucian heritage culture (see e.g. Watkins & Biggs, 1999; 2001).”
Examining the Cultural Specificity of Approaches To Learning in Universities in Hong Kong and Sydney (2008, background): “05 s ig ni fi ca nc e le ve l. *p < .0 01 . a stress on delivering material likely to be featured in the examinations (Watkins & Biggs, 2001).”
Who Adapts? Beyond Cultural Models of ‘the’ Chinese Learner (2006, background): “The phrase ‘the Chinese learner’ (e.g. Watkins & Biggs, 1996, 2001) invites us to see this group as homogeneous, and their needs and responses as determined by their cultural background.”
A comparison of Australian and Chinese teachers' attributions for student problem behaviors (2004, result): “…on individualism (Feather, 1985, 1994), while Hong Kong is a Chinese collectivistic society, where education is very much under the influence of Confucian values despite its colonial history, as previous studies have shown (Biggs, 2001; Hong, 2001; Salili, 1995, 1996; Watkins & Biggs, 1996, 2001).”
PISA and high-performing education systems: explaining Singapore’s education success (2016, background): “…that high-quality teaching and learning (characterised by purposeful activities, high enthusiasm and enjoyment in both teachers and students, and a high level of challenge to student thinking) indeed exist in Asian classrooms (e.g. Chan and Nirmala 2010; Takayama 2011; Watkins and Biggs 2001).”