Constructivist Teaching in China Today

Abstract

Based on a review of 11 research about Chinese preschool and kindergarten teachers’ use of constructivism, this chapter suggests a research paradigm shift. Whereas research reviewed found that teachers preferred direct teaching over constructivism, the etic views, that is, interpretations from cultural outsider perspectives hardly provide culturally meaningful understandings of teaching and learning in Chinese contexts. This chapter reexamines existing interpretations of the findings from an emic or cultural insider perspective. By proposing a research paradigm shift, this research discusses the usefulness of constructivism with regard to proprieties and benevolence as well as the similarities between constructivist and Confucian teaching in terms of coherence of theories and practices. Discussions are organized around four themes: pedagogical content knowing, heuristic teaching, the relationship between play and learning, and practical strategies. After a review of youeryuan teacher education policies in China, this chapter summarizes a conceptual framework for utilizing constructivism in Chinese contexts.