Global ETD Search

1	Second-culture worldview construction: Integrating in-class and out-of-class activity in in-China study ZENG, ZHINI 12 September 2011 (has links) No description available. Language In-China study Performed Culture Second-culture worldview Chinese Pedagogy
2	Chinese Culture themes and Cultural Development: from a Family Pedagogy to a Performance-based Pedagogy of a Foreign Language and Culture Meng, Nan 30 August 2012 (has links) No description available. Asian Studies Foreign Language Pedagogy Performance Chinese pedagogy language socialization
3	Negotiating Interpersonal Relations in 21st Century China: The Practices of China's Post-90s Generation and Their Implications to Teaching Chinese as a Foreign Language Larson, Emily January 2020 (has links) No description available. Asian Studies Chinese pedagogy Guanxi Negotiation Chinese culture post-90s generation
4	The Effect of Teacher-Fronted and Group Work Techniques on Beginning Chinese as a Foreign Language Learners' Acquisition of Grammar in a Performed Culture Classroom Lin, Chieh-Ting 14 August 2008 (has links) (PDF) This study focuses on the effect of teacher-fronted and group work instruction on beginning Chinese as a Foreign Language learners' understanding and ability to use grammar principles correctly in a Performed Culture class setting. Three sections of beginning Chinese classes at Brigham Young University were selected to participate in the study. Each section instructor was assigned one of the following teaching techniques: teacher-fronted, group work, or a combination of both teacher-fronted and group work. Quizzes focusing on grammar were given before and after instruction to all students as pre-tests and post-tests. The results showed that students being taught with the teacher-fronted classroom instruction style outperformed the group work section on quizzes, while there was no significant statistical difference between sections on oral performances. Surveys given to students showed that students' attitudes towards teaching styles did not correlate with their quiz scores. Teacher-Fronted Group Work Chinese Pedagogy Grammar Performed Culture Classroom Other Languages, Societies, and Cultures
5	Demonstrating and Evaluating Expertise in Communicating in Chinese as a Foreign Language Zeng, Zhini January 2015 (has links) No description available. Foreign Language Expertise Portfolio Assessment Proficiency Performance-based Chinese Pedagogy Teaching Chinese as a Foreign Language
6	Performance-Based Chinese L2 Reading Instruction: A Spiral Approach Zhang, Yongfang January 2009 (has links) No description available. Language Performance-based instruction Chinese pedagogy Chinese second language instruction reading instruction
7	Towards Understanding Misunderstanding in Cross-Cultural Communication: The Case of American Learners of Chinese Communicating With Chinese People in Chinese Language Qin, Xizhen 21 March 2011 (has links) No description available. Asian Studies Foreign Language Chinese pedagogy cross-cultural communication TCFL teaching Chinese as a foreign language
8	Konfucianistinės - maoistinės pedagogikos vertybių ir principų hermeneutinė interpretacija / Hermeneutic interpretation of confucian - maoistic pedagogy values and principles Savickis, Antanas 03 September 2010 (has links) Šiame darbe nagrinėjamos pagrindinės konfucianizmo – maoizmo moralinės padegogikos idėjos bei vertybės. Konfucianistinės – maoistinės pedagogikos idėjos Vakaruose yra klaidingai traktuojamos ir privalo būti išverstos / perkeltos į mūsų suvokimui artimesnes formas. Pirmojoje darbo dalyje nuodugniai aprašomas hermeneutinio rato metodas bei intersubjektyvumo teorija, leidžianti tyrimo metu įgyjamą asmeninį suvokimą perkelti kitiems ugdymo sistemos dalyviams. Antrojoje dalyje aprašomos Kinijos idėjinių lyderių pamatinės idėjos, stengiamasi išskirti pagrindines jų, pateikti asmeniniu sovokimu grindžiamą interpretaciją. Trečioji dalis skirta konfucianizmą – maoizmą nagrinėjusių Vakarų autorių idėjų nagrinėjimui, pasitelkiant darbo metu įgytą suvokimą. Šiame darbe paaiškėjo, kad Vakarų mokslininkai neretai klaidingai interpretuoja Kinijos pamatines ugdymo idėjas; kad Kinijos idėjinių lyderių idėjos gali būti traktuojamos kaip vientisa, vieninga sistema. / In this work is analyzed basic ideas and values of confucianistic – maoistic moral pedagogy. Confucianistic – maoistic moral pedagogy ideas is wrongly perceived in Western countries and demands peculiar translation / transfer to forms, appropriate to our perception. In the first part of work is described in detail method of hermeneutic circle and theory of intersubjectivity, which allows personal knowing transfer to other members or certain educational system. In second part are presented main Chinese principled leaders educational ideas. Efforts were made to exclude main ideas, give personal interpretation for them. Third part is intended to analize Western authors, who were writing about confucianistic – maoistic theories, by using new gained perception. This work showed that often Western scientists quite skin-deep assess Chinese main educational ideas; the ideas of Chinese leaders can be understood in a way of united, integral system. Educology Kinijos pedagogika Perkeliamumas Mao Tse-tung Konfucijus Moralė Chinese pedagogy Portability Mao Tse-tung Confucius Morality

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