The Chinese learner – a question of style

Abstract

This paper challenges any misconceptions that Westerners may have about Chinese learning styles by highlighting how the Chinese mind operates and why certain styles of learning are preferred by Chinese students. The author discusses some of the reasons for the over‐emphasis on education for the Chinese overseas, how cultural values and beliefs have helped to shape Chinese thinking and how typical classroom behaviour has been developed over centuries of rote/repetitive learning. The problems that Western educators may face when teaching Chinese students is also considered, such as the lack of abstract thinking, constraints on behaviour caused by face, the over‐emphasis on concrete examples, lack of creativity, and the need to compromise in group situations. The author suggests that further understanding is needed to unravel the mystery of the Chinese learner before Western educators can fully appreciate the different approaches to learning and design better educational programmes for Chinese students on management courses.

Confucian Heritage Cultural Background (CHCB) as a Descriptor for Chinese Learners: The Legitimacy

“…As a consequence, learning is often stressful. One study found one in four university students in Hong Kong suffer high rates of psychological disorders (S. Chan, 1999). However, on the other hand, this enrolment expansion has also brought many problems (for instance, unemployment of graduates) and the "marketization form ruined education's publicity, equality and fairness" (D. Yang, 2011, p. 328).…”

Challenging the Western stereotype: do Chinese international foundation students learn by rote?

“…However, recent literature has challenged the view about the learning approaches and study practices of Asian students (Biggs 1996, Chalmers and Volet 1997, Chan 2001, Chan 1999, Kember 2000, Tan 2011, Tavakol and Dennick 2010. Instead, it is suggested that Chinese international students rote learn whilst using deep and achieving approaches concurrently (Tan 2011).…”

Computer-Mediated Communication and Culture: A Comparison of ‘Confucian-Heritage’ and ‘Western’ Learner Attitudes to Asynchronous E-Discussions Undertaken in an Australian Higher Educational Setting

“…Confucian-heritage learners, encompassing learners from northeast and southeast Asian states such as China, Japan, Korea, Taiwan and Vietnam, are commonly viewed in Western educational settings as unquestioning and passive, respectful of and expecting structure and hierarchy in the classroom environment, teacher-centred rather than self-directed in learning and seemingly lacking in critical analytic skills (Hyland, 1994;McVeigh, 1995;Biggs, 1996;Volet & Renshaw, 1996;Brooks, 1997;Park, 1997Park, , 2000Reece, 1998;Baumgart & Halse, 1999;Chan, 1999;Littlewood, 1999;Usuki, 2001). They are deemed to place a greater emphasis on group membership in learning than those from individualist cultures (Western) and, as a consequence, exhibit a high preference for small-group collaborative learning (Ramburuth & McCormick, 2001).…”

“…This is considered a consequence of their formative learning experiences in a Confucian-influenced educational system that 'today still focuses on the acquisition of a vast store of knowledge through rote memorisation, at the expense of creativity' (Chan, 1999, p. 298). [2] Also shaping Confucian-heritage learning styles is the cultural phenomenon 'face' (McVeigh, 1995;Chan, 1999;Park, 2000) -that is, the complex matrix of elements that underlies concern for 'how one is evaluated by others' (Hinze, 2002, p. 269). 'Face' lies at the heart of Confucian teachings on social and interpersonal relationships and, as such, maintains a high degree of salience in social behaviour and practice in Confucian-heritage cultures.…”