characteristics of chinese student learning: implications for the general education program
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Characteristics of Chinese Student Learning: Implications for the General Education Program. Hongshia Zhang 张红霞 Institute of Education Nanjing University, China 2014, 5, 21. Chinese Student Learning Characteristics Paradoxes : the Causes Implications for General Education Program. - PowerPoint PPT PresentationTRANSCRIPT
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Characteristics of Chinese Student Learning: Implications for
the General Education Program
Hongshia Zhang 张红霞
Institute of Education Nanjing University, China
2014, 5, 21
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Chinese Student Learning Characteristics
Paradoxes : the CausesImplications for General Education
Program
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Chinese Student Learning Characteristics
International Research: 1960s-1980s: Descriptive period•Learning styles: surface/deep; time spend; group/independent•Learning process: participation; engagement; involvement; environment and strategies•Cognitive style: critical thinking/rote learning•Cognitive development progression
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Based on Piaget and Kemberg’s, William G. Perry’s Theory (1970): Cognitive progression throughout the four-year study:
Stage 1. Dualism (二元论) Stage 2. Multiplicity (多元论) Stage 3. Relativism (相对主义,批判性思维) Stage 4. Commitment ( 付诸行动、献身目标)
It has been a good framework for instruction and curriculum planning (e.g.Knefelkamp,1974 ;Touchton et al.1977) .
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1980s-present: Correlative and modeling period
•Dependents:
Achievement; Gains ; Outcome.
•Independents or mediators:
Gender; First generation; Family class
Ability (SAT background V participation)
Beliefs about knowledge (dualistic/relativistic; rote or enquiry)
Institution; Discipline ( V collaboration)
Culture
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Many controversial findings except: •Low participation. 参与度较低•Critical thinking: low level.批判性思维低•Cognitive progression: minor, opposite. 发展缓慢•Learning behavior (participation, involvement) does not correlate so much to achievement as in the West.
学习方式与成绩关系弱Knowledgeable, less creative;Good for popularizing, not for top-talents.
Summary for International research
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Domestic student researches from:
Qinghua University (NSSE)
Nanjing University (SERU)
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Cognitive Development 认知 (Luo, Y. , Shi, J., Tu, D. 2009)
From NSSE Qinghua Univ.
USA Tops
Years Means Means T-test E-size
Memory of facts, ideas & methods
1-2
3-4
54.8
50.2
65.0
60.0
-8.51***
-7.17***
-0.39
-0.35
Analysis of constructs of an idea or theory
1-2
3-4
63.5
59.5
71.7
75.0
-7.71***
-13.9***
-0.33
-0.64
Synthesis of various information to a new comprehensive one
1-2
3-4
54.3
52.9
63.7
67.3
-8.08***
-11.5***
-0.35
-0.54
Assessment of ideas and methods
1-2
3-4
50.7
47.9
61.7
64.7
-9.25***
-12.7***
-0.41
-0.60
Application 1-2
3-4
54.2
55.5
69.0
72.0
-12.7***
-12.9***
-0.55
-0.60
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Knowledge Acquisition 知识
NSSE Qinghua Univ.
USA Tops
Means Means T-test E-size
General Education knowledge
Years 1-2
Years 3-4
51.7
55.5
74.0
76.0
-21.02***
-17.25***-0.90
-0.80
Specialized disciplinary knowledge
Years 1-2
Years 3-4
57.4
62.8
60.0
66.7
-2.01*
-2.71**-0.09
-0.14
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Student Learning Ability 能力From NSSE Qinghua
Univ.USA Tops
Years Means Means T-test E-size
Expression 1-2
3-4
46.8
50.8
56.3
62.7
-7.2***
-8.5***
-0.34
-0.42
Problem Solving
1-2
3-4
52.4
55.6
56.7
59.7
-3.3***
-2.9***
-0.15
-0.14
Collaboration 1-2
3-4
57.9
60.7
64.7
70.0
-5.5***
-7.2***
-0.26
-0.35
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Coursework Rigorousness 难度NSSE Qinghua
Univ.USA Tops
Year Means Means T-test E-size
Reading quantity 1-2
3-4
83.0
72.4
46.0
43.6
26.4***
15.7***
0.92
0.56
Long-writing quantity
1-2
3-4
18.6
30.9
4.6
12.0
18.5***
18.5***
0.58
0.61
Medium-writing quantity
1-2
3-4
40.7
39.2
26.0
31.2
9.2***
0.2
0.29
0.01
Short-writing quantity
1-2
3-4
47.5
44.4
39.8
40.2
-2.0*
-4.6***
-0.07
-0.17
Examination benefit for learning
1-2
3-4
56.6
50.9
75.5
71.7
-23.0***
-21.6***
-0.86
-0.88
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• “Students have strong motivation to learn, but their understanding of learning goals and significance is relatively poor, only 27 % of the students reported positively.”
• “America’s strength lies on curriculum.” • “We believe that ( about examination )……
more of cultural difference, rather than the gap in academic competence of the faculties.”
(Luo, Y. , Shi, J., Tu, D. 2009)
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From SERU Year NJU Berkeley T E-size
Participation in classroom
1-2 2.99 3.56 -15.616*** -0.07
3-4 3.06 3.67 -25.096*** -0.07
Peer collaboration
1-2 3.46 3.86 -9.183*** -0.03
3-4 3.50 3.78 -9.766*** -0.01
Learning attitude
1-2 2.32 2.68 -12.703*** -0.05
3-4 2.38 2.70 -16.396*** -0.03
Critical thinking
1-2 3.52 4.44 -26.663*** -0.20
3-4 3.56 4.52 -44.072*** -0.21
Communication with faculty
1-2 2.64 2.52 3.576*** -0.003-4 2.88 2.88 0.046 0.00
Experience in NJU (Gong and Lu, 2012)
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• Similar to Qinghua, students in Nanjing University responded: “the teacher in the class is very serious, knowledgeable, but I do not why we should know what is learned by these ancient texts?”
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• 2006 survey (Gong, Zhang, Yu and Qu, 2008)
Samples form 8 within top 20 universitiesFactors Response
Faculty qualification
Low academic level 37%
Outdated teaching material 36%
Lack of appropriate textbooks 34%
Lack of famous professors 34%
Teaching method
Poor course preparation 32%
Litter communication with after course 32%
Poor examination system 32%
Generation gap with faculties 29%
Often ask substitute faculty to teach 28%
Suspend class quite often 28%
IT facilities Lack of IT facilities 27%
Factors for dissatisfaction
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Factors Response Percentage
Poor campus culture 49%Poor living environment 38%Poor campus academic atmosphere 37%Learning facilities 36%Without contact famous faculties 28%Teaching quality 27%Tension relationship with faculty 07%
Regret for Attending the Institution? Yes.
(Gong, Zhang, Yu and Qu, 2008)
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Reform PoliciesProfessor’s teaching hours!Learning behavior!Curriculum? controversial
School-level Curriculum Internationalization Project, 2012, Nanjing University
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Paradoxes: the Causes
• Traditional ethics / Civic responsibility (critical thinking)• Scientific & technological thinking / Traditional
humanities ( Jin, Shi, Zi, and Ji)• Traditional humanities / Modern humanities• General education / Literacy competence education.
(Zhu Jiusi,2004; Yang Shuzi; Wang Yiqiu,2006; Zhang
Qizi,2004; Song,2000; Zhang,2010; )
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A Survey of undergraduates in Shanghai
51% undergraduates in 5 universities believe that it’s unnecessary to study “The History of China” course any longer (Fan, 2009).
Faculty’s concept of knowledge Chinese archaeologists’ belief and attitude towards
“the Ancient”. There are two tracks of conceptions of “the Ancient”: the reality and ideology (Tang, 2010) .
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Cluster Analysis of Learning Behavior (Lu and Zhang, in preparation)
Culture matters rather than ranking positions.
Group A Group B
Nanjing University, Hunan University, Xian Jiaotong University, Seoul National University, Cape Town University,Malaysia University.
Berkeley, Oregon State University, North Carolina State University, Texas State University, Minnessota State University, Unicamp University (Brazil),Amsterdam University.
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Reasons for “why keeping silence”
Ego-centered Custom Altruism
A survey after a training program in a huge-conference hall with more than 620 trainees.
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Cluster analysis of the reasons?(Lu and Zhang, 2014, in preparation)
(24%)
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Lu and Zhang et al, in preparation;Paletz, Peng et al, 2009;
Critical Thinking
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Methodology
Communication
A
Experiment
Objectivity
Evidence
HumanWorld
Mind-dependent
Effects
Test
Authority and Experience
Dialogue
A’
B
C
D
E
B’
C’
D’
E’
Understanding of science by students in science major in normal universities.
(Wan Dongsheng, 2014 , Ph.D. Thesis)
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• We have to pay more attention to teaching content, rather than teaching manner.
• The belief of “knowledge” affects the approaches and achievement of student learning (Perry, 1970; Säljö, 1978,1979; Schommer, 1990).
Culture matters!
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Natural growth of students Democratic
society
Science-basedknowledge
Learning to become officials
Organized
ethics
Hierarchical social strata
What is Knowledge?(Dewey, 1916)
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Strengthen the link with reality of Chinese society. Strengthen curriculum internationalization. Put
Chinese issues in an international perspective. • Only if being placed in today's globalized social
context, can Chinese classics have contemporary educational value in general education.
• The paradoxes, the cognitive dissonance itself, are good teaching materials.
Targets of Improvement
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Why GEP?•Survey findings of poor GEP knowledge.•It is a concentrated reflection of a university education aims•Easier for management given the limited curricular resources in China.
Implications for GEP
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Nanjing University’s Double-Three Program
1. Focused major2. Multi-majors3. Start a career
Year 1
Year 2
Year 3
Year 4
3000 courses open for all15000 undergraduatesSelective ~ individual needs
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Qualitative Comparison General Education Programs
Traditional Humanity
Sciences
Humanity
Modern Humanity
A
CH
T
J
A: AmericaC: ChinaH: HKJ: JapanT: Taiwan
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General education aims for a globalized world
• Re-structuring and integrating students’ fragmentary knowledge through improving cross-cultural cognitive competence.
• Develop “One-world Thinking” : civilizations equal.
Natural resources • S&T
Population ∙ Consumption per capita
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克里特岛 8000多 km2
(崇明岛 1300km2)
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