Title: On the Academic Self-realization of the Chinese Scholars on Pedagogy since the Reform and Opening——Centered on a Discussion of the “Theory of Teaching Elements”
Abstract: This paper centers on the of teaching elements proposed by Chinese scholars,discusses the proposition,i.e.,the academic self-realization of the Chinese scholars since the Reform and Opening policy of China.It is held that the proposal of the of teaching elements is the result of the self-realizing academic exploration of the Chinese scholars on pedagogy.The theory not merely reflects the different recognitions of the scholars to the concepts of the elements,the nature of teaching,the teaching procedures,and the teaching stages,but suggests a kind of academic construction to their way of self-existence by the scholars as well.The proposal and development of the of teaching elements is a natural product of the development of the Chinese pedagogical theory,as it develops to a certain stage.The of teaching elements is valid in terms of the development of Chinese pedagogy,it is also a reflection of the timely call of the development of Chinese pedagogical theory.This theory also tries to smooth out the predicament of the Chinese pedagogy.The of teaching elements is in a sense a breakthrough in the development of Chinese pedagogy,thus the seven elements theory proposed by Li Bing-de,based on the systematology,and on the inheritance and reference to the early and later theories of teaching elements,is of an important academic significance which lies in the awareness realization and concept breakthrough.
Publication Year: 2012
Publication Date: 2012-01-01
Language: en
Type: article
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