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- 검색키워드
- 저자 : YiChing Jean Chiu (검색결과 2 건)
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Exploring pedagogical strategies to integrate a holistic approach to education into ESL classes
Yiching Jean Chiu 서울대학교 교육연구소 2009 Asia Pacific Education Review Vol.10 No.2
Holistic education is a popular trend in the midst of various educational reforms, yet little systematic research has been done to consider its application in the teaching of English as a Foreign Language (EFL) and English as a Second Language (ESL) for Asian Chinese learners. According to the New Zealand Ministry of Education, holistic education is defined as an approach to teaching to include the physical, social, emotional, cultural, and cognitive dimensions of a person's growth. Education reform in Taiwan has adopted a Western constructivist approach. However, in Confucian Heritage Culture (CHC), open teacher-student and student-student interactions are not as common as they are in the social constructivist model found in the Anglo-Saxon culture. CHC values social harmony, teachers' authority, and silence to avoid confrontation. Without understanding the affective and social environment in the Western context, holistic education is unlikely to be successfully implemented in Taiwan. The purpose of this research is to understand the contextualization of the holistic environment and pedagogical strategies that nurture student-teacher and student-student interactions in a holistic approach to EFL. This study utilized qualitative research methods of observation and in-depth interviews of New Zealand English teachers and observed the pedagogical practices in New Zealand English classes. This research provided effective pedagogical strategies for implementing the social and affective support of a holistic educational approach for Asian EFL students.
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Helping Eastern students to master Western critical thinking
YiChing Jean Chiu,John Cowan 서울대학교 교육연구소 2012 Asia Pacific Education Review Vol.13 No.1
It is possible that some of the problems that confront Eastern learners when they are asked to engage in critical thinking come from the misleading association of the title with criticising negatively and even with disagreeing. In some other educational situations, careful choice of first language titles for concepts so that they do not introduce difficulties for learners has proved fruitful in easing acquaintance with a new concept. Since the definitions of critical thinking emphasise the central role of reasoning in this process and make no explicit mention of disagreement or fault finding, there seems potential in a pedagogical approach to the development of the ability for critical thinking which focuses on identifying, considering and presenting reasons-and perhaps renaming the process, even if only temporarily, accordingly. Such an approach has been devised, in response to the difficulties that Taiwanese students have met when engaging with critical thinking. It has been piloted on one class in an online discussion forum in English as a Foreign Language. The outcomes of this pilot are encouraging and are presented at this stage for that reason.
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