Adapting western pedagogies for Chinese literacy instruction: Case studies of Hong Kong, Shenzhen, and Singapore preschools

Adapting western pedagogies for Chinese literacy instruction: Case studies of Hong Kong, Shenzhen, and Singapore preschools

• Li, Hui Faculty of Education, University of Hong Kong
• Rao, Nirmala Faculty of Education, University of Hong Kong
• Tse, Shek Kam Faculty of Education, University of Hong Kong

Early Education & Development, 23(4), 603-621, 2012

Lawrence Erlbaum Associates

2012

• P 香港教育各層面與外地之比較
  • PJ 外來影響
• P 香港教育各層面與外地之比較
  • PB 香港教育各層面與外地之比較
• P 香港教育各層面與外地之比較
  • PF 宗教與教育；哲學與教育；教育思想
• Q 教育體系與各級學校
  • QB 小學前之教育、育兒設施、母嬰保健設施

Hong Kong China Singapore Culturally Relevant Education Western Civilization Teacher Attitudes Early Childhood Education Instructional Innovation Educational Change Comparative Education Educational Practices Direct Instruction Educational Policy Cultural Differences Asian Culture Literacy Education Teaching Methods

• Hong Kong
• China
• Singapore

• 1997.7 onwards

• 學前教育

Research Findings: Western ideas and progressive pedagogies have been introduced to China (including Shenzhen), Hong Kong, and Singapore to replace traditional Chinese pedagogy. But these imported ideas are not congruent with traditional Chinese culture and thus have encountered resistance from Chinese teachers. The present study observed and analyzed 18 early childhood classrooms in the 3 localities and questioned the class teachers about their respective teaching practices to see how those ideas were actually turned into practice. Whole-class direct instruction was found to be the predominant Chinese pedagogical mode. This indicates that Chinese traditional pedagogy still dominated those Chinese preschool classrooms. Slight societal differences in classroom practice were also found, reflecting the spectrum of openness and Westernization of the 3 cities.
Practice or Policy: The findings suggest that people should adapt rather than adopt those pedagogical innovations developed in other sociocultural milieu, as different societies have different social, cultural, and educational traditions. Cultural appropriateness should be seriously considered when choosing the pedagogies to be adapted. Moreover, influences from the culture, language, teachers, parents, resources available, and the prevailing education system should also be taken into consideration when planning for pedagogical reforms.
[Copyright of Early Education & Development is the property of Lawrence Erlbaum Associates. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/10409289.2010.536441]

Contains 2 tables

• 英文

期刊論文

• 10409289

• 10.1080/10409289.2010.536441

https://bibliography.lib.eduhk.hk/tc/bibs/899eae18

2014-01-18