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Inquiry-Based Learning in China:Do Teachers Practice What They Preach,and Why?

Frontiers of Education in China 2011年第1期6卷 139-157页

作者： David Yun DAI Kathryn A.GERBINO Michael J.DALEY Division of Educational Psychology and Methodology University at AlbanyState University of New YorkAlbanyNY 12222USA Capital Region BOCES of New York State Albany AlbanyNY 12205USA Department of Educational Administration and Policy Studies University at AlbanyState University of New YorkAlbanyNY 12222USA

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 *** 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 *** results show that Chinese teachers are receptive to inquiry-based pedagogy but find practical constraints in fully implementing *** cultural and pragmatic reasons are *** implications are discussed with respect to teacher education/development,capacity building for the new pedagogy,and teaching/evaluation *** cultural issues are discussed regarding using inquiry-based learning to enhance critical thinking and nurture independent thinkers.

关键词： inquiry-based learning education reform teacher development high-stakes testing

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