Revolutionizing Ritual Interaction in the Classroom Constructing the Chinese Renaissance of the Twenty-First Century
Revolutionizing Ritual Interaction in the Classroom Constructing the Chinese Renaissance of the Twenty-First Century
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DOI：
10.1177/0097700409338001
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发表时间：
2009-11-01
期刊：
影响因子：
1
通讯作者：
Sargent, Tanja Carmel
中科院分区：
文献类型：
--
作者：
Sargent, Tanja Carmel
在过去的十年里，中国的教育领导者一直认为，中国课堂上的社会互动模式不利于创新和创造力的培养，而这种创造力的缺乏是中国全球竞争力的主要障碍。2001年在基础教育中实施了新课程改革，这是一个关键的应对措施。本文运用质性课堂观察、深度访谈和定量调查数据，对甘肃省实施新课程改革的小学课堂与未实施新课程改革的小学课堂的互动差异进行了研究。在某种程度上，个人是通过他们参与的互动来构建的，课堂的变化可能对当代青年的社会化方式与前几代人不同，以及对中国未来的社会，文化和政治秩序产生深远的影响。
Over the past decade, educational leaders in China have maintained that the pattern of social interactions in Chinese classrooms is not conducive to the cultivation of innovativeness and creativity and that this lack of creativity is a major barrier to China's global competitiveness. One key response has been the implementation of the 2001 New Curriculum reforms in basic education. This article draws on qualitative classroom observation and in-depth interview data, as well as quantitative survey data, from Gansu province to investigate the extent to which classroom interactions differ substantially in Chinese primary school classrooms that are implementing the New Curriculum reforms compared with those that are not. To the extent that individuals are constructed by the interactions in which they participate, changes in classrooms could have far-reaching implications for contemporary youth socialized differently than those of previous generations, and for the future social, cultural, and political order of China.