How Chinese Students Participate in Classroom Dialogue with the Advancement of New Curriculum Reform

Autor/in	Song, Yu
Titel	How Chinese Students Participate in Classroom Dialogue with the Advancement of New Curriculum Reform
Quelle	In: Asia Pacific Journal of Education, 42 (2022), S.52-72 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Song, Yu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0218-8791
DOI	10.1080/02188791.2021.2013159
Schlagwörter	Foreign Countries; High School Students; Classroom Communication; Dialogs (Language); Student Participation; Educational Change; Curriculum Development; Interpersonal Communication; China + Suchen Sie Ihr Suchwort? Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Klassengespräch; Dialog; Dialogs; Dialogue; Dialogues; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Bildungsreform; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Interpersonale Kommunikation
Abstract	This study aimed to show how high school students in China participate in classroom dialogue since the advancement of the new curriculum reforms. A coding instrument was developed, which accounted for apparent forms of participation and its quality (i.e., accuracy and cognitive level). There were 289 students involved and a total of 108 lessons were systematically observed. The findings revealed that teachers' initiating and then students' contributing was the main form of participation in whole-class dialogues. Much of the dialogues were related to course content and reviews of previously learned knowledge, while was concerned with students' personal thoughts to a lesser extent. Students were likely to analyse problems and provide explanations, while generalization, speculation and uptakes were identified less frequently in their contributions. A specific account of participatory behaviours in dialogue of high school students in China was provided. With achievements and insufficiencies spotted, the findings should help in making improvements to the reforms in the future. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01