ERIC Number: EJ916261
Record Type: Journal
Publication Date: 2011-Mar
Abstractor: As Provided
Reference Count: 38
Inquiry-Based Learning in China: Do Teachers Practice What They Preach, and Why?
Dai, David Yun; Gerbino, Kathryn A.; Daley, Michael J.
Frontiers of Education in China, v6 n1 p139-157 Mar 2011
China is undergoing an education reform that calls for a change from a rigid, fixed curriculum and didactic pedagogy to a more flexible, school-based curriculum and more inquiry-based pedagogy. This study investigated the extent to which Chinese middle and high school teachers (a) endorse an inquiry-based approach and underlying learning principles, (b) practice this mode of teaching, and (c) believe that the approach is practically viable in the current educational contexts in China. A structured survey was developed to solicit Chinese teachers' responses to the above three issues. A total of 582 valid responses were collected, representing middle and high schools in different geographic locations. The results show that Chinese teachers are receptive to inquiry-based pedagogy but find practical constraints in fully implementing it. Several cultural and pragmatic reasons are explored. Policy implications are discussed with respect to teacher education/development, capacity building for the new pedagogy, and teaching/evaluation alignment. Finally cultural issues are discussed regarding using inquiry-based learning to enhance critical thinking and nurture independent thinkers.
Descriptors: Instructional Design, Inquiry, Active Learning, Educational Change, Foreign Countries, Secondary School Teachers, Teaching Methods, Surveys, Teacher Response, Instruction, Teacher Education, Critical Thinking, Cultural Influences
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: firstname.lastname@example.org; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Middle Schools; Secondary Education
Authoring Institution: N/A
Identifiers - Location: China