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Constructing a paradigm for children's contextualized learning

Author: Jilin Li; Jing Liu
Publisher: Berlin, Germany : Springer, [2018]. ©2018
Edition/Format:   eBook : Document : EnglishView all editions and formats
Summary:
This book focuses on summarizing four elements from the classic Chinese literary theory: truth, beauty, emotion and imagination. Based on the latest findings from learning sciences and brain science, it elaborates on the reasons for creating contexts in language teaching. It also shows how the aesthetical theories can be used to nurture contextualized instruction and presents six major approaches for creating  Read more...
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Genre/Form: Electronic books
Additional Physical Format: Print version:
(OCoLC)992779874
Material Type: Document, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: Jilin Li; Jing Liu
ISBN: 9783662556122 366255612X
OCLC Number: 1002191417
Description: 1 online resource.
Contents: Foreword; Author's Note; A Melody for the Soul, Played for the Children; Author's 2nd Note; Author's 3rd Note: A Summary of the Thinking Behind Practice and Research; Contents; About the Author; Story of the Beginning: First Steps of Contextualized Learning; 1 Insight from Contextualized Learning of Foreign Languages: Thirty Years of Exploration Started from One Piece of Information; 2 Guidance from Chinese Culture: Linking Learning with Life; 3 Using Art to Teach Chinese, and Meeting Children's Aesthetic Needs; 4 Famous Scholars Visited the Contextualized Class Section 1: Contextualized Learning and Language LearningSection 2: Contextualized Learning and Concrete Thinking; Section 3: Contextualized Learning and Abstract Logical Thinking; Section 4: Contextualized Learning and Creative Thinking; Section 5: Contextualized Learning and Aesthetic Education; 5 A Sudden Enlightenment Attained by Reflection-Summarizing the Five Elements Related to Child Development; Developmental Necessity: Constructing Contextualized Education; 6 Expanding from Contextualized Teaching to Contextualized Education; Further Extension to Other Subjects 7 Constructing Four Basic Modes in Optimal Learning Environment8 Far-Reaching Impact Brought by National Academic Seminars; An Effective Way to Nurture Children's Cultural Quality; Part 1: Contextualized Teaching; Part II. Contextualized Education; 9 Basic Principles of Active Learning Consistent with Children's Psychological Inclination; 10 Develop Contextualized Curriculum to Benefit More Children; 11 The Rules Clarified: How the Project Passed Appraisal; 12 "Collected Works of Li Jilin" Was Published and Highly Praised by Academia; Love Blows the Sail of Innovation First, Starting a New Voyage for ChildrenSecond, Passion and Imagination Turn into the East Wind Which Blow the Sails; Third, Make the Best Use of One's Advantages to Gain Sustained Power; 13 Contextualized Learning Spreads to Cities, Villages, Hongkong and Other Parts of the World; Absorbing Elements from Traditional Culture and Modern Science; 14 Improving Theoretical Framework for Children's Contextualized Learning; 15 Borrowing Ancient Ideas to Summarize the Core Elements: Truth, Beauty, Emotion, and Imagination; 16 Children's Contextualized Learning in an Emotional Cognitive Process 17 Support for Contextualized Learning from New Findings of Brain Science18 Four Strategies for Children's Contextualized Learning; 19 A Chinese Voice in World Curriculum Reform that Receive International Recognition; Applauding Chinese Educators Who Go to the World; 20 Forming the School of Contextualized Education; Random Thoughts on Completing the Final Draft; Teachers Should Be Thinkers; Appendix: List of Published Works about Children's Contextualized Learning
Responsibility: Li Jilin ; translated by Jing Liu.

Abstract:

This book focuses on summarizing four elements from the classic Chinese literary theory: truth, beauty, emotion and imagination. Based on the latest findings from learning sciences and brain science, it elaborates on the reasons for creating contexts in language teaching. It also shows how the aesthetical theories can be used to nurture contextualized instruction and presents six major approaches for creating contexts: creating contexts with real objects, representing contexts with pictures, evoking contexts with music, experiencing contexts with acting, unfolding contexts with real life, and describing contexts with languages. The author is a practitioner with over 30 years of practical research experience and all their studies are discussed in this book.

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