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 ChnStd  Vol.3 No.1 , February 2014
Teaching and Learning in Chinese Schools: Core Values and Pedagogic Philosophy
Abstract: To understand better teaching and learning in schools in modern China, it is not enough to see its pedagogic philosophy as merely a reflection of communist ideology. Core values derived from China’s ancient civilization, especially the teachings of Confucius, arguably exert as much, maybe more, influence.
Cite this paper: Halpin, D. (2014) Teaching and Learning in Chinese Schools: Core Values and Pedagogic Philosophy. Chinese Studies, 3, 1-3. doi: 10.4236/chnstd.2014.31001.
References

[1]   Halpin, D. (2010) National curriculum reform in China and England: Origins, character and comparison. Frontiers of Education in China, 5, 258-269.

[2]   Halpin, D., & Moore, A. (2000). Maintaining, reconstructing and creating tradition in education. Oxford Review of Education, 26, 133- 144.

[3]   Hu Wenzhong, Grove, C. N., & Zhuang Enping (2010). Encountering the Chinese: A modern country, an ancient culture (3rd ed., pp. 63-68). London: Intercultural Press.

[4]   Thorsen, S. (2005). A county of culture (pp. 83, 117, 145, 151, 217, 221, 223, 245-246). Ann Arbor, MI: University of Michigan Press.

[5]   Watkins, C., Carnell E., & Lodge, C. (2007). Effective learning in classrooms. London: Sage.

 
 
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