http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.
변환된 중국어를 복사하여 사용하시면 됩니다.
- 中文 을 입력하시려면 zhongwen을 입력하시고 space를누르시면됩니다.
- 北京 을 입력하시려면 beijing을 입력하시고 space를 누르시면 됩니다.
RISS 인기검색어
- 검색키워드
- 저자 : Hong-biao Yin (검색결과 2 건)
- 무료
- 기관 내 무료
- 유료
-
Societal culture and teachers’ responses to curriculum reform: experiences from China
Hong-biao Yin 서울대학교 교육연구소 2013 Asia Pacific Education Review Vol.14 No.3
Educational change is intrinsically bound to the cultural characteristics of the society. However, the relationship between educational change and societal culture is rarely explored, especially in the context of mainland China. Following a 3-year qualitative research project, the present study explored the influence of societal culture on teachers’ responses to the national curriculum reform of upper secondary education in mainland China. The results generated three themes highly relevant to teachers’ responses to curriculum reform in Chinese culture, namely teachers’ obedience, teachers’ facework and teachers’ collaboration. These teachers’ responses reflected some Confucian ethics rooted in Chinese culture and explained the absence of radical teacher resistance to the national curriculum reform. It was suggested that a culturally sensitive approach to change leadership may have been more fruitful for facilitating the aims of curriculum reform in mainland China.
-
Teacher receptivity to system-wide curriculum reform in the initiation stage: a Chinese perspective
Yun-peng Ma,Hong-biao Yin,Li-fang Tang,Li-yan Liu 서울대학교 교육연구소 2009 Asia Pacific Education Review Vol.10 No.3
Few studies deal with teachers' receptivity in the initiation stage of educational change, especially in a non-western cultural context like Mainland China. This study aims at investigating teachers' receptivity to the system-wide curriculum reform of the senior secondary education in the initiation stage and understanding the factors influencing teachers' receptivity in Mainland China. Questionnaire survey with open-ended question (n = 763) is employed to explore teachers' receptivity in four selected experimental provinces, i.e., the first group of provinces which are selected by Ministry of Education to implement the curriculum reform. Results indicate teachers have positive attitudes and behavioral intentions toward promoting the curriculum reform of senior secondary education, and they consider the reform is valuable but difficult to carry out. The existing theoretical model can explain teachers' behavioral intentions quite well, but its predicting ability to teachers' general attitudes is limited, which indicates some new variables that need to be considered, too. Implications of this study and suggestions for future research are also discussed in the article.
연관 검색어 추천
이 검색어로 많이 본 자료
활용도 높은 자료
