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Time Past and Time Present

Time Past and Time Present. 時間連繫著現在的我們與過去. 0529, 廖怡君 、 楊 立婕. CHANGED CURRICULUM AND INCREASED COMPETITION. Changes in China 中國 學習者不再 受儒家傳統影響，反而更加西化 西方 數學與 科學成為了課程的核心，學習者因學習不同的學科而改變了學習取向 中國 與其他 東亞學習者的 learning beliefs 和 achievement 反映 了 社會變化，且與儒家學習傳統無關 中國移民美國的孩童和西方同儕投入學習的方式有所不同.

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Time Past and Time Present

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  1. Time Past and Time Present 時間連繫著現在的我們與過去 0529, 廖怡君、楊立婕

  2. CHANGED CURRICULUM AND INCREASED COMPETITION • Changes in China • 中國學習者不再受儒家傳統影響，反而更加西化 • 西方數學與科學成為了課程的核心，學習者因學習不同的學科而改變了學習取向 • 中國與其他東亞學習者的learning beliefs和achievement反映了社會變化，且與儒家學習傳統無關 • 中國移民美國的孩童和西方同儕投入學習的方式有所不同

  3. “MagnetHigh, Harvard, and Heaven!’’ • 不論是來自well-to-do 或humble 背景的中國移民家長，都希望小孩能到最好的學校與大學 • Mental Problem • Psychological adjustment • Parental pressure • The data don’t support that parental pressurefor achievementtruly causes mental problems . • Asian immigrant children’s mental health problems: 跨語言使用、溫暖感需求落差、相處時間少、家長不懂小孩的世界觀、小孩不懂家長從原本文化來的觀念

  4. EXAMINATION HELL • Examination Hell • 教師中心導向、權威、鼓勵死記硬背、促進外在動機、扼殺創造力 • Impartial test score • The real question here is • Why the Chinese/East Asians feel that they must pursue learning. • Do they have nothing else meaningful in life to pursue other than academic learning?

  5. 學校學習的目的: • 提供個體知識與技能，以創造良好的生活及增加社會流動的機會 • Economic survival goals: 謀生成為了學習唯一的價值 • Making a living • Affluent v.s low-income background • European-American v.sChinese/East Asian students • The compelling forces behind European-American and Chinese/East Asian learners respective learning approaches are still their own cultural traditions.

  6. EXPLAINING ASIAN STUDENTS' ACHIEVEMENT IN EARLIER RESEARCH • David McClelland(1963) • Traditional Chinese lacked achievement motivation, but thanks to the communist ideological spirit, Chinese people gained revolutionary zeal and became more motivated • 1970s • 日本學生在數學及科學上表現優於西方國家 • Herald Stevenson and James Stigler :找出亞洲學童學業成就較高的核心原因learning gap:美國:能力歸因；亞洲:努力歸因how schools and the school day were organized

  7. Japanese • 精神(せいしん):有助於個體解決任務的心態 • 頑張る:積極導向的內在效益，支持個體持續努力 • Hong Kong • 努力學習 • Effort:對中國學生而言是穩定的因素(西方是不穩定) • Joseph Tobin, David Wu, and Dana Davidson • Preschool education • U.S.: 強調孩童的自我表達、自由探索、享受、同儕互動、學校中社會與道德規則 • Chinese: nutritional care、教師關注下的集體活動、有紀律的學習、嚴格遵守社會和道德規則(日本:教師放手讓孩童在彼此之間學習，自己解決衝突)

  8. Teaching style • U.S.: efficient、well-paced style • Japanese: slow、thorough style • Familial factors • Asian parents 與 European-American parents 不同處 :對孩童的成就有更高的期望、以更結構化的學習活動(課後或周末的輔導)參與孩童的學習、更緊密地監控孩童的家庭學習

  9. THE PARADOXICAL CHINESE LEARNER • Poor learning approaches andhigh achievement • Watkins and Biggs usedthe term Confucian heritage cultures (CHC) to include countries of China,Hong Kong, Taiwan, Singapore, Japan, Korea, and Vietnam.

  10. Learning Beliefs 西方 東方 Good teacher:深奧的知識、能夠回答問題、良好的道德模範 Teacher attributed students' academic failure and misbe-haviorsmore to their own inadequacy than to students themselves or their families. Moral and personal growth:self-perfection • Good teacher: 激發學生興趣、清楚講解、有效率的教學方法、舉辦活動 • Teachers did not see as their responsibility to teach morals to their students.The family was more respon-sible for moral instruction.

  11. Learning Processes 西方 東方 中國學生為了理解，用複誦來創造深刻的印象 Understanding:a long process that required extensive mental effort Extrinsic motivation:social influence anddeterm-ination (such as choice made byothers) • 英國學生用複誦來確認是否真的記得某些東西 • Understanding: a process of sudden insight • Intrinsic motivation:personal autonomy andchoice

  12. FURTHER RESEARCH: DIGGING INTO CULTURAL LEARNING BELIEFS • Researchers in Hong Kong • CHC and Western cultures interact with each other • Western teachers interact with CHC learners and schools directly.

  13. Mapping Cultural Learning Models • Emic perspective • An emic perspective is the insider perspective, originating with the people being studied. • Cultural model • They are conceptual frames that shape members' experiences by supplying the group's shared ways of explaining, predicting, and interpreting people's thoughts, feelings, and behaviors. • These frames also guide people in forming their goals and motivate them toward obtaining their goals.

  14. Prototype methods • The language of a given culture has these prototypes for people to use and to organize their understanding of the world. • Prototype methods lent themselves to the study of learning as conceptualized by humans living in specific cultures.

  15. First study • 不同文化各選3個大學生聯想與學習/learning相關的字詞或句子，得到English:242 and Chinese:145. • 再拿這些詞句清單給不同文化各20個來自相似背景的大學生，要求他們增加一些會聯想到學習的items，得到English:496 and Chinese:478. • 不同文化各問60個受試者以1~4點量表評這些字詞與學習/learning的相關程度.

  16. Cut-offline: median number 2.72 • Final core list: 203 English and 225 Chinese items. • Cluster analysis: • we asked 100 college students from similar backgrounds to sort their culture's core list into groups according to similarity in meaning.

  17. I’m going to cover… • Study2 • 2 Learning models: • European－American Learning(EA)Model • Chinese Learning Model

  18. The second studyI • 彌補study1只有詞彙的限制 • 62大學生：描述他們理想中的學習者 • “Optimum(最佳)” of developmental outcome： • 因文化仍影響人對人生的期許、積極存在的意義 • 理想存於每人心中並引導其行為 • 仍以文化層次為主,並非個人層次

  19. The second studyII • 「理想學習者」4大面向： p.85 • The nature of knowledge: purpose, process, view of intelligence&excellence • 學習與道德發展的關係 • 學習行為：high achievement, failure, boredom, not understanding the concepts… • 學習所造成的情緒面向 • 質化與量化分析

  20. 統整時間! 中西學習模型之異同 • 結合前述兩項研究,分析中西學習模型： • 四大向度： • 學習的目標 • 學習投入過程, agentic process: personal actions directed at achieving desirable goals • 成就類型 • 學習情緒

  21. 西方－學習的目標 • Cultivate the mind/ understand the world： • 強調瞭解外在世界、環境 • Develop one’s ability/skill • 成為社會的螺絲釘 • 成功的職業生涯 • 獨立 • 解決問題與管理個人生活與環境 • Reach personal goals(beyond ability/skill) • Self-fulfillment • Personal-happiness • Spiritual quest

  22. 西方－學習的投入過程

  23. 西方－成就類型 • 瞭解事物的本質/專家 • 洞察力、創意性的解決問題 • 成為佼佼者=> 較社會性

  24. 西方－學習情緒 • Affect is an integral part of learning beliefs and processes • 在學習的過程中的所有情緒反應與長期感受 • 正向： • 好奇心、興趣與動機 • 內在享受 • 挑戰心態 • 榮譽感(pride):self-confidence, self-esteem • 負向： • 無聊、無感的;認為重要=>不放棄;不重要:減少投入的時間與努力 • 外在動機 • 失望/因挫敗而感到低自尊

  25. 古希臘思想(上周ch.2) 與西方學習傳統相呼應

  26. 東方－學習的目標 • 道德上/社會上地自我完善 • 最重要的特色 • 西:以精熟學業科目為主 • 中:學科與自我修養同時並進 • 為自己習得知識/技能 • 中:強調知識精熟;西:強調能力發展 • 雖皆為求生,中更強調維持社會關係 • 貢獻社會 • 反映孔式價值 • 學習並不與社會切割

  27. 美德 東方－學習的投入過程

  28. 東方－成就類型 • 精熟知識的深度與廣度 • 應用知識(較無強調創新) • 道德與之是相輔相成 • 以上:環環相扣

  29. 東方－學習情緒 • 正向： • 決心,意志 • 求知若渴/愛上學習(循序漸進) • 尊重與收受:並非只是服從權威,而是因為深諳不足 • 謙遜 • 負向： • 缺乏對學習的渴望 • 驕傲/自大 • 因學習貧乏而感到罪惡與羞恥（自省） • 與西方相比: • 認為挑戰也重要,但需全然熟悉 • 較不驕矜／自我膨脹,並認為誇獎會阻礙進一步的完善

  30. 孔孟思想(上周ch.2) 與東方學習傳統相呼應

  31. Cultural－levelbeliefs • 詞彙為文化的一部份,並不能視為個人 • 其它因素相互影響,e.g. 性別、社經地位、成長背景、年齡、角色…

  32. Thank you*

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