Transcript Classroom environment conducive to learning

PSYCHO-SOCIAL CLASSROOM ENVIRONMENT
Preferred-actual congruence
Teacher-student differences
Person-environment fit: self-monitoring
Classroom environment conducive to learning
- Teacher as crucial factor
- Light atmosphere but keep good order
- Personal concern
- Involved and quiet classroom
- Conscientious teacher
- Having someone to ask after class
- Clear explanations
- Exercises that provokes thinking
Dimensions
- enjoyable
- order
- involvement
- achievement orientation
- teacher led
- teacher involvement
- teacher support
- collaborativeness
Structural equation modeling
潛移默化
atmosphere
climate
culture
“CHC” LEARNER’S PHENOMENON
CHC
Cultural “causal”
relationships possible?
(Wong & Wong)
Confucian vs Buddhist
culture (Brand, Leu &
Wu)
Cultural explanations
(Bond)
Precautions on
“over- Confucian”
explanations
(Wong & Wong)
Confucianism mingled
with other traditions and
institutionisation (including
exam culture) (Leung,
Zhang)
Who are the
Chinese?
Confucian
ideology of
learning (Lee,
Li)
Buddhist
ideology of
learning (Wong)
Paradox
(Watkins & Biggs)
In search of
“true” picture
Disregard who are the (cultural)
Chinese: search for good
practices (Dahin & Watkins,
Marton)
What are
(“mainstream”)
Chinese cultures?
Where can we find
the Chinese?
(Chang)
What is actually
happening among
the Chinese
(Biggs, Watkins,
Zhang)
Traditional ways of
learning (Wong)
Chinese classics
(Siu, Marton)