Constructing a Paradigm for Children’s Contextualized Learning

Beschreibung

This book focuses on summarizing four elements from the classic Chinese literary theory: truth, beauty, emotion and imagination. Based on the latest findings from learning sciences and brain science, it elaborates on the reasons for creating contexts in language teaching. It also shows how the aesthetical theories can be used to nurture contextualized instruction and presents six major approaches for creating contexts: creating contexts with real objects, representing contexts with pictures, evoking contexts with music, experiencing contexts with acting, unfolding contexts with real life, and describing contexts with languages. The author is a practitioner with over 30 years of practical research experience and all their studies are discussed in this book.
Maximizes reader insights into the collision and fusion of traditional Chinese culture and the Western situational learning theory
Provides complete instructions for creating situations in language teaching

Includes case studies that illustrate the real classroom practice of situational literacy, situational reading, and situational writing


Maximizes reader insights into the collision and fusion of traditional Chinese culture and the Western situational learning theory Provides complete instructions for creating situations in language teaching Includes case studies that illustrate the real classroom practice of situational literacy, situational reading, and situational writing Includes supplementary material: sn.pub/extras

Autor*in

Li Jilin

Themen in »Constructing a Paradigm for Children’s Contextualized Learning«

Children Development Core Elements Optimize Situations Practice Research Situated Cognition Theory Construction learning and instruction

Stimmen zu »Constructing a Paradigm for Children’s Contextualized Learning«

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