Epistemological flashpoint in China’s classroom reform: (How) can a ‘Confucian do-after-me pedagogy’ cultivate critical thinking?

Zhao, Weili

doi:10.1080/00220272.2019.1641844

Cited by 24 publications

(5 citation statements)

References 32 publications

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“…Teacher training is organized in almost the same way in all universities in Europe [1]. The same applies to the People's Republic of China, although some universities are quite autonomous [1,19,20,21].…”

Section: Resultsmentioning

confidence: 99%

Features of the organization of teaching for future physical education teachers in the People's Republic of China and the possibility of implementing an individual approach in their training: a review article

Коробейник

Kozina

2021

Zdor. sport reabìl.

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Purpose: to determine the main directions of training of teachers of physical culture in the People's Republic of China according to the data of modern literature. Material and methods. The analysis of literature sources was carried out by working with scientific works, which are presented in the databases "Web of Science", "Scopus", "Pub Med" and others. The search for literary sources was carried out by the keywords: "physical education teacher training", "physical education", "sports", "coach training". A total of 10157 works were found based on key words, of which 33 works were selected for literary review. The selection was carried out as follows: first, the topic of the article was analyzed, then, if the topic corresponded to the direction of our study, the annotation was analyzed. If the annotation corresponded to the direction of our research, the text of the article was analyzed. Also in the analysis of literature sources, preference was given to sources presented in the quartiles "Web of Science" and "Scopus" 1-3 level. In addition, articles on the training of physical education and sports professionals in China were analyzed separately. Of the 33 works presented in the literature review, 15 sources - research, 10 - review, 8 - randomized trials. Results. In the People's Republic of China, the problem of individual approach is especially relevant in connection with national characteristics, traditions, which provide for the predominance of collective action in all types of work. In addition to basic sports, the training of future physical education teachers in the People's Republic of China should include in-depth study of the sport in which it could improve and be a high-level specialist. Conclusions. Training of physical education teachers in the People's Republic of China should be based on modern concepts of individualization, which apply to all stages of training: from choosing a sport in which the student would like to improve and receive a specialty of physical education teacher with professional knowledge of a particular sport. physical education teachers in the study of the chosen sport.

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Section: Resultsmentioning

confidence: 99%

Features of the organization of teaching for future physical education teachers in the People's Republic of China and the possibility of implementing an individual approach in their training: a review article

Коробейник

Kozina

2021

Zdor. sport reabìl.

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“…Strategi pembelajaran yang interaktif yang memaksimalkan keaktifan peserta didik saat belajar dapat digunakan sebagai upaya untuk meningkatkan kemampuan berpikir kritis (Berrett, 2012). Berpikir kritis dalam pendidikan menghadapi banyak masalah terkait siswa dan guru, sehingga berpikir kritis dianggap sebagai sebuah tantangan (Espey, 2018;Zhao, 2020). Mengembangkan kemampuan berpikir kritis peserta didik bukan hal yang mudah, karena setiap anak memiliki keterampilan dan pengetahuan yang berbeda-beda, hal ini menjadi tantangan tersendiri bagi guru untuk dapat memilih strategi pembelajaran yang tepat sesuai dengan karakteristik dan kemampuan peserta didik (Gunawardena & Wilson, 2021).…”

Section: Pendahuluanunclassified

Profil Berpikir Kritis Peserta Didik SMP pada Materi Sistem Ekskresi Manusia

Nofianti

Nurhidayanti²,

Handayani³

et al. 2022

JPSI

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Critical thinking is the ability to analyze and find out the truth of the information obtained in order to determine the right decision. The purpose of this study was to determine the critical level of class VIII students at SMP Negeri 2 Bungkal, especially on the material of the human excretory system. Type of this research is descriptive qualitative. The subjects used were students of class VIII A SMP Negeri 2 Bungkal, Ponorogo who collected 30 students using purposive sampling technique. Data collection techniques consist of interviews and tests. The research instrument consisted of a teacher interview sheet and a critical thinking question instrument that had been validated by expert lecturers. The data analysis technique used is descriptive analysis technique. The results showed that in the aspect of interpreting the average score was 34.66 (very low), analyzing 38.66 (low), evaluate 55.33 (enough), concluding 29.99 (very low), explaining 58.66 (enough). So that overall students' critical thinking is included in the low category with an average value of 43.46. This research is important because it can be used as input for teachers to design learning using appropriate models and approaches so that they can develop and improve students' critical thinking

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“…Since little to no critical thinking is developed in U.S. secondary schools (Giroux, 2014; Halx and Reybold, 2005, 2019; Noddings and Brooks, 2017), and because this is also the case in many other countries (Changwong et al, 2018; Johnson and Morris, 2012; Song, 2015; Zhao, 2020) it becomes a global imperative for institutions of higher learning step up to provide this necessary education. As Brookfield (2012) emphasizes, “teaching critically is not just a question of how we teach.…”

Section: Criticality and Critical Thinking In The Modern Undergraduat...mentioning

confidence: 99%

Criticality in undergraduate education: Is a non-critical classroom experience a lesson in deceit?

Halx

2022

Power and Education

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This article is an exploration of the potential of a more purposeful application of criticality in undergraduate classrooms. Conventional pedagogy, often lecture-based, does not prepare students well for life, a career, or service toward the common good. A more critical approach in the classroom stimulates critical thinking, critical consciousness, and critical being. Criticality in teaching and learning allows for an honest assessment of history, culture, and the reality of human interactions. It positions students well for career success and strong civic engagement. It also serves to refresh and enhance faculty understanding of established material. Criticality in the classroom redounds to the wellbeing of the institution, the community it serves, as well as advancing knowledge itself with the enrichment of new perspectives. Anything less is at best a repetitive exercise of fact regurgitation, or at worst, outright deception.

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Epistemological flashpoint in China’s classroom reform: (How) can a ‘Confucian do-after-me pedagogy’ cultivate critical thinking?

Cited by 24 publications

References 32 publications

Features of the organization of teaching for future physical education teachers in the People's Republic of China and the possibility of implementing an individual approach in their training: a review article

Features of the organization of teaching for future physical education teachers in the People's Republic of China and the possibility of implementing an individual approach in their training: a review article

Profil Berpikir Kritis Peserta Didik SMP pada Materi Sistem Ekskresi Manusia

Criticality in undergraduate education: Is a non-critical classroom experience a lesson in deceit?

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