Chinese Teachers as Intellectuals: Tracing the Ancient Roots of Collective Teaching Study in China from Sociality to Individuality

Q3 Social Sciences

Chinese Education and Society Pub Date : 2020-11-01 DOI:10.1080/10611932.2021.1880249

Liyong Zhang, Jianjun Wang, Licui Chen

引用次数: 2

Abstract

Abstract Collective teaching study for teachers in Chinese primary and secondary schools plays an important role in promoting the quality of basic education, and is a major characteristic of Chinese education. This paper looks at the collective study of teaching by Chinese teachers as a product of the historical and cultural traditions particular to China, and also incorporates historical sources to explain the origins, development, and formation of this tradition. The paper further discusses the challenges facing collective teaching study for Chinese teachers by analyzing the changes underlying modern Chinese society and culture.

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中国教师作为知识分子:从社会性到个体性追溯中国集体教学研究的古老根源

我国中小学教师集体教学学习对提高基础教育质量具有重要作用，是我国教育的一大特色。本文将中国教师教学的集体研究视为中国特有的历史文化传统的产物，并结合历史资料来解释这一传统的起源、发展和形成。本文通过分析现代中国社会文化的变化，进一步探讨了中国教师集体教学研究面临的挑战。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Chinese Education and Society Social Sciences-Sociology and Political Science

CiteScore

0.80

自引率

0.00%

发文量

期刊介绍： How is China"s vast population being educated in the home, the school, and the workplace? Chinese Education and Society is essential for insight into the latest Chinese thinking on educational policy and practice, educational reform and development, pedagogical theory and methods, colleges and universities, schools and families, as well as the education for diverse social groups across gender and youth, urban and rural, mainstream and minorities. It features unabridged translations of the most important articles in the field from Chinese sources, including scholarly journals and collections of articles published in book form. It also provides refereed research on specific themes.