The Learner: topic home page
Understanding and theorising the Chinese Learner
Much has been written concerning the distinctive approach to learning and teaching that characterises Chinese educational practice. This theme within the eChina~UK overarching research is taken up as a review of the research and practitioner literature that considers the Chinese learner. Our review has been organised into the following broad sections
Under "Background", we present three chapters of the review. First, an introduction that identifies recurring themes in the literature. Second, a chapter that warns of the controversy surrounding interpretation of research in this area. Third, an outline of the Confucian philosophical heritage that is frequently invoked to characterise key features of Chinese teaching and learning.
Under "Psychology", we consider two topics. First, claims that are made regarding basic differences in cognition that are associated with cultures. Second we review research that has noted differences in experiences of children growing up in Chinese cultures. These various socialisation routes have been associated with differing cognitive outcomes.
Under "Learner and teacher", we discuss both sides of this distinction. First, we identify research that describes learning styles and attitudes among Chinese students. This work is based largely upon interview and questionnaire research. Second, we characterise teaching practices associated with Chinese educational contexts.
Under "Evaluation", we conclude the review around three topics. First, we identify the so-called "learning paradox" in which the considerable achievements of Chinese students are contrasted with conditions of learning that would be regarded as less favourable by Western observers. Second, we note ways in which this paradox has been resolved in the literature. Finally, we present a conclusion section in which the various strands of this discussion are brought together.