The current study investigates a group of Chinese undergraduates’perceptions of Chinese culture.It examines the discourses that the students drew on to assign meaning to Chinese culture and how the students used thes...The current study investigates a group of Chinese undergraduates’perceptions of Chinese culture.It examines the discourses that the students drew on to assign meaning to Chinese culture and how the students used these discourses in constructing their Chinese cultural identity.A qualitative study was conducted collecting written self-reflective reports on critical intercultural incidents from 39 Chinese undergraduates at a university in Beijing.Questions designed to evoke reports from the students had them describe incidents in their past intercultural experiences that made them acutely aware of themselves“being Chinese”and specify aspects of Chinese culture that they felt such awareness could be attributed to.A discourse analysis reveals the multiplicity and contextuality of the students’notions of Chinese culture.The findings raise important considerations for contemporary Chinese undergraduates’cultural identity and their much debated“identity crisis.”展开更多
There is no global definition of what constitutes a large class. The literature, for example, shows large classes as ranging between 25-30 learners in the United Kingdom, more than 35 learners in the US, and 60 or mor...There is no global definition of what constitutes a large class. The literature, for example, shows large classes as ranging between 25-30 learners in the United Kingdom, more than 35 learners in the US, and 60 or more learners in developing countries. The current study attempted to establish what instructional strategies could be introduced for improvement of teaching learning in the prevailing large classes. A review of research on teaching of large classes highlighted challenges that both teachers and students experience. Effective teaching and learning throughout the study was conceptualized as that situated within a social constructivist framework. This is a descriptive study in design. The literature component of the study utilized a content analysis methodology with a view to identifying strategies of practical application and potential to facilitate learning in large classes, such as Active Learning, Collaborativb Learning, Cooperative Learning, Inductive Teaching Methods, and novel practices including issues on environment for change are suggested. The empirical data indicated that teachers had devised strategies to cope with the large classes, but these needed further development. The implication for these findings is the need for teacher professional development through reflective practice.展开更多
China＇ s urban and rural economic and social structures are persisted, perfectly shaped, very typical. Since the new century, the Chinese government began to adjust serious distorted urban-rural relations. New rural ...China＇ s urban and rural economic and social structures are persisted, perfectly shaped, very typical. Since the new century, the Chinese government began to adjust serious distorted urban-rural relations. New rural construction, total abolition of agricultural tax, the construction of modern agriculture and other major strategic decisions have been introduced; free compulsory education in rural areas, the new rural cooperative medical care, rural public infrastructure, cultural services and other specific measures have been rolled out building. But these still can not slow down our growing urban-rural gap, China＇ s economic and social development is still running under the urban and rural pattern, and the trend has increased.展开更多
The three mainstream International Relations theories that have arisen in the past thirty years, structural realism, neo-liberal institutionalism and structural constructivism, have all missed an important dimension, ...The three mainstream International Relations theories that have arisen in the past thirty years, structural realism, neo-liberal institutionalism and structural constructivism, have all missed an important dimension, i.e., the study relational complexity in international society. of processes in the international system and of This paper, informed by social constructivism and Chinese philosophical traditions, aims to make up for this missing link and develop a theoretical model of processual constructivism by incorporating and conceptualizing two key Chinese ideas - processes and relations. ＂Process,＂ defined as relations in motion, can stand on its own, has its own dynamics, and plays a crucial role in international relations. The core of process, by definition, consists in relations. If ＂rationality,＂ rooted in individuality, has been a key concept for Western society, then its counterpart in Chinese society can be ＂relationality.＂ Conceptualizing relationality and treating it as the theoretical hard core, processual constructivism holds that relational networking in international society helps nation-states form their identities and produces international power. Processual constructivism is an evolution theory at systemic level, focusing on interactive practices among states and emphasizing the independent ontology of social processes which play a meaningful role in constructing international norms and state identities.展开更多
基金This research was supported by the Fundamental Research Funds for the Central Universities of China under Grant No.3162020ZYKC05Beijing Social Science Funds under Grant No.19YYC017.
文摘The current study investigates a group of Chinese undergraduates’perceptions of Chinese culture.It examines the discourses that the students drew on to assign meaning to Chinese culture and how the students used these discourses in constructing their Chinese cultural identity.A qualitative study was conducted collecting written self-reflective reports on critical intercultural incidents from 39 Chinese undergraduates at a university in Beijing.Questions designed to evoke reports from the students had them describe incidents in their past intercultural experiences that made them acutely aware of themselves“being Chinese”and specify aspects of Chinese culture that they felt such awareness could be attributed to.A discourse analysis reveals the multiplicity and contextuality of the students’notions of Chinese culture.The findings raise important considerations for contemporary Chinese undergraduates’cultural identity and their much debated“identity crisis.”
文摘There is no global definition of what constitutes a large class. The literature, for example, shows large classes as ranging between 25-30 learners in the United Kingdom, more than 35 learners in the US, and 60 or more learners in developing countries. The current study attempted to establish what instructional strategies could be introduced for improvement of teaching learning in the prevailing large classes. A review of research on teaching of large classes highlighted challenges that both teachers and students experience. Effective teaching and learning throughout the study was conceptualized as that situated within a social constructivist framework. This is a descriptive study in design. The literature component of the study utilized a content analysis methodology with a view to identifying strategies of practical application and potential to facilitate learning in large classes, such as Active Learning, Collaborativb Learning, Cooperative Learning, Inductive Teaching Methods, and novel practices including issues on environment for change are suggested. The empirical data indicated that teachers had devised strategies to cope with the large classes, but these needed further development. The implication for these findings is the need for teacher professional development through reflective practice.
文摘China＇ s urban and rural economic and social structures are persisted, perfectly shaped, very typical. Since the new century, the Chinese government began to adjust serious distorted urban-rural relations. New rural construction, total abolition of agricultural tax, the construction of modern agriculture and other major strategic decisions have been introduced; free compulsory education in rural areas, the new rural cooperative medical care, rural public infrastructure, cultural services and other specific measures have been rolled out building. But these still can not slow down our growing urban-rural gap, China＇ s economic and social development is still running under the urban and rural pattern, and the trend has increased.
文摘The three mainstream International Relations theories that have arisen in the past thirty years, structural realism, neo-liberal institutionalism and structural constructivism, have all missed an important dimension, i.e., the study relational complexity in international society. of processes in the international system and of This paper, informed by social constructivism and Chinese philosophical traditions, aims to make up for this missing link and develop a theoretical model of processual constructivism by incorporating and conceptualizing two key Chinese ideas - processes and relations. ＂Process,＂ defined as relations in motion, can stand on its own, has its own dynamics, and plays a crucial role in international relations. The core of process, by definition, consists in relations. If ＂rationality,＂ rooted in individuality, has been a key concept for Western society, then its counterpart in Chinese society can be ＂relationality.＂ Conceptualizing relationality and treating it as the theoretical hard core, processual constructivism holds that relational networking in international society helps nation-states form their identities and produces international power. Processual constructivism is an evolution theory at systemic level, focusing on interactive practices among states and emphasizing the independent ontology of social processes which play a meaningful role in constructing international norms and state identities.
