Synopses & Reviews
<?xml:namespace prefix = st1 /><st1:country-region w:st="on"><st1:place w:st="on">China</st1:place></st1:country-region>'s growing economic, military and political stability have, for the first time, started to gain international recognition. As <st1:country-region w:st="on">China</st1:country-region> increasingly opens up to the world, its unique role in the context of economic globalization is becoming more pronounced, which is exemplified by its recent membership of the WTO and <st1:city w:st="on"><st1:place w:st="on">Beijing</st1:place></st1:city>'s successful bid to host the Olympic Games. Unsurprisingly, this has resulted in an explosion in the popularity of English language learning in <st1:country-region w:st="on">China</st1:country-region>, which has, in turn, led to radical reform of the curricula, teaching methods, teacher education and assessment system in <st1:country-region w:st="on"><st1:place w:st="on">China</st1:place></st1:country-region> in order to improve standards. <br/><p>This fascinating monograph explores the nature of the implemented English language curriculum in <st1:country-region w:st="on"><st1:place w:st="on">China</st1:place></st1:country-region>, focussing, in particular, on the pedagogy of secondary school teachers. There follows an insightful analysis into how such teachers, in different situations and with different backgrounds and motivations, make decisions about what and how they teach, and the extent to which they adapt the promoted methods in the their individual teaching environments. The authors then use their findings to propose an innovative and coherent framework, which has far-reaching consequences for pedagogy in China and across the world. </p>>
Synopsis
In one country after another, governments decide their respective education systems are inadequate and need modernizing. These governments take ostensibly simple measures, namely imposing reforms, which are usually backed by other measures, ranging from legislation and amending professional standards to changing assessment procedures. However, the results usually fail to meet expectations. Some teachers simply refuse to adopt the new practices, while others implement them but they fail to produce the desired outcomes. This book examines these issues and proposes an innovative and coherent framework that will change pedagogy for the better in the long-term.
Synopsis
China's growing economic, military and political stability have, for the first time, started to gain international recognition. As China increasingly opens up to the world, its unique role in the context of economic globalization is becoming more pronounced, which is exemplified by its recent membership of the WTO and Beijing's successful bid to host the Olympic Games. Unsurprisingly, this has resulted in an explosion in the popularity of English language learning in China, which has, in turn, led to radical reform of the curricula, teaching methods, teacher education and assessment system in China in order to improve standards.
This fascinating monograph explores the nature of the implemented English language curriculum in China, focussing, in particular, on the pedagogy of secondary school teachers. There follows an insightful analysis into how such teachers, in different situations and with different backgrounds and motivations, make decisions about what and how they teach, and the extent to which they adapt the promoted methods in the their individual teaching environments. The authors then use their findings to propose an innovative and coherent framework, which has far-reaching consequences for pedagogy in China and across the world.
Synopsis
Examines how the education system can be improved.
Synopsis
<?xml:namespace prefix = st1 /><st1:country-region w:st="on"><st1:place w:st="on">China</st1:place></st1:country-region>'s growing economic, military and political stability have, for the first time, started to gain international recognition. As <st1:country-region w:st="on">China</st1:country-region> increasingly opens up to the world, its unique role in the context of economic globalization is becoming more pronounced, which is exemplified by its recent membership of the WTO and <st1:city w:st="on"><st1:place w:st="on">Beijing</st1:place></st1:city>'s successful bid to host the Olympic Games. Unsurprisingly, this has resulted in an explosion in the popularity of English language learning in <st1:country-region w:st="on">China</st1:country-region>, which has, in turn, led to radical reform of the curricula, teaching methods, teacher education and assessment system in <st1:country-region w:st="on"><st1:place w:st="on">China</st1:place></st1:country-region> in order to improve standards. <br/><p>This fascinating monograph explores the nature of the implemented English language curriculum in <st1:country-region w:st="on"><st1:place w:st="on">China</st1:place></st1:country-region>, focussing, in particular, on the pedagogy of secondary school teachers. There follows an insightful analysis into how such teachers, in different situations and with different backgrounds and motivations, make decisions about what and how they teach, and the extent to which they adapt the promoted methods in the their individual teaching environments. The authors then use their findings to propose an innovative and coherent framework, which has far-reaching consequences for pedagogy in China and across the world. </p>>
Table of Contents
1. Introduction 2. ELT as Methodology 3. Pedagogy in ELT4. Mr Yang's Pedagogy5. Miss Wu's Pedagogy6. Ms Ma's Pedagogy7. The Interplay of Complex Forces8. Conclusions and ImplicationsReferences Index