Constructing a Paradigm for Children’s Contextualized Learning

Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Curricula, Educational Psychology
Cover of the book Constructing a Paradigm for Children’s Contextualized Learning by Li Jilin, Springer Berlin Heidelberg
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Author: Li Jilin ISBN: 9783662556122
Publisher: Springer Berlin Heidelberg Publication: August 22, 2017
Imprint: Springer Language: English
Author: Li Jilin
ISBN: 9783662556122
Publisher: Springer Berlin Heidelberg
Publication: August 22, 2017
Imprint: Springer
Language: English

This book focuses on summarizing four elements from the classic Chinese literary theory: truth, beauty, emotion and imagination. Based on the latest findings from learning sciences and brain science, it elaborates on the reasons for creating contexts in language teaching. It also shows how the aesthetical theories can be used to nurture contextualized instruction and presents six major approaches for creating contexts: creating contexts with real objects, representing contexts with pictures, evoking contexts with music, experiencing contexts with acting, unfolding contexts with real life, and describing contexts with languages. The author is a practitioner with over 30 years of practical research experience and all their studies are discussed in this book.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

This book focuses on summarizing four elements from the classic Chinese literary theory: truth, beauty, emotion and imagination. Based on the latest findings from learning sciences and brain science, it elaborates on the reasons for creating contexts in language teaching. It also shows how the aesthetical theories can be used to nurture contextualized instruction and presents six major approaches for creating contexts: creating contexts with real objects, representing contexts with pictures, evoking contexts with music, experiencing contexts with acting, unfolding contexts with real life, and describing contexts with languages. The author is a practitioner with over 30 years of practical research experience and all their studies are discussed in this book.

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