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Promoting a special learning environment for second language learning in a Chinese rural primary school

Qiaoyan He UGent, Martin Valcke UGent and Chang Zhu (2011) Procedia Social and Behavioral Sciences. 12. p.137-144
abstract
It has been a challenge for Chinese educators to improve the educational quality of big-size classrooms. In this reflective article, a special learning environment was implemented in an English classroom at a primary school in China. By involving “teacher”, “monitor students”, “tutor students”, “tutee students” and “at-risk students” as members of the learning community in the classroom, the teacher formed a holistic, interconnected and interactive learning structure. This learning structure supports the four stages of student development: “elaborative design”, “gradual maturity”, “independent operation” and “reinforcement and development”. From our practice, we found that the learning environment is suitable for the Chinese educational situation: (1) integrating multiple learning theories and learning activities to help students construct and apply their knowledge as well as develop their organizational, social and self-directed learning skills; (2) strengthening students’ learning responsibilities and competence to learn in a self-directed and collaborative way; (3) inspiring student learning interests, improve their learning outcomes, and promote the healthy development of student ability and intelligence.
Please use this url to cite or link to this publication:
author
organization
year
type
conference
publication status
published
subject
keyword
English course, primary school, learning community, cooperative learning by activity, self-directed interactive organizational model
in
Procedia Social and Behavioral Sciences
editor
Z Bekirogullari
volume
12
pages
137 - 144
publisher
Elsevier Science
place of publication
Amsterdam, The Netherlands
conference name
2010 International conference on Education and Educational Psychology (ICEEPSY 2010)
conference location
Kyrenia, Cyprus
conference start
2010-12-02
conference end
2010-12-05
Web of Science type
Proceedings Paper
Web of Science id
000298559900017
ISSN
1877-0428
DOI
10.1016/j.sbspro.2011.02.019
project
BOF DOC grant
language
English
UGent publication?
yes
classification
P1
copyright statement
I have transferred the copyright for this publication to the publisher
id
1844703
handle
http://hdl.handle.net/1854/LU-1844703
date created
2011-06-28 23:16:19
date last changed
2015-06-17 09:48:14
@inproceedings{1844703,
  abstract     = {It has been a challenge for Chinese educators to improve the educational quality of big-size classrooms. In this reflective article, a special learning environment was implemented in an English classroom at a primary school in China. By involving {\textquotedblleft}teacher{\textquotedblright}, {\textquotedblleft}monitor students{\textquotedblright}, {\textquotedblleft}tutor students{\textquotedblright}, {\textquotedblleft}tutee students{\textquotedblright} and {\textquotedblleft}at-risk students{\textquotedblright} as members of the learning community in the classroom, the teacher formed a holistic, interconnected and interactive learning structure. This learning structure supports the four stages of student development: {\textquotedblleft}elaborative design{\textquotedblright}, {\textquotedblleft}gradual maturity{\textquotedblright}, {\textquotedblleft}independent operation{\textquotedblright} and {\textquotedblleft}reinforcement and development{\textquotedblright}. From our practice, we found that the learning environment is suitable for the Chinese educational situation: (1) integrating multiple learning theories and learning activities to help students construct and apply their knowledge as well as develop their organizational, social and self-directed learning skills; (2) strengthening students{\textquoteright} learning responsibilities and competence to learn in a self-directed and collaborative way; (3) inspiring student learning interests, improve their learning outcomes, and promote the healthy development of student ability and intelligence.},
  author       = {He, Qiaoyan and Valcke, Martin and Zhu, Chang},
  booktitle    = {Procedia Social and Behavioral Sciences},
  editor       = {Bekirogullari, Z},
  issn         = {1877-0428},
  keyword      = {English course,primary school,learning community,cooperative learning by activity,self-directed interactive organizational model},
  language     = {eng},
  location     = {Kyrenia, Cyprus},
  pages        = {137--144},
  publisher    = {Elsevier Science},
  title        = {Promoting a special learning environment for second language learning in a Chinese rural primary school},
  url          = {http://dx.doi.org/10.1016/j.sbspro.2011.02.019},
  volume       = {12},
  year         = {2011},
}

Chicago
He, Qiaoyan, Martin Valcke, and Chang Zhu. 2011. “Promoting a Special Learning Environment for Second Language Learning in a Chinese Rural Primary School.” In Procedia Social and Behavioral Sciences, ed. Z Bekirogullari, 12:137–144. Amsterdam, The Netherlands: Elsevier Science.
APA
He, Qiaoyan, Valcke, M., & Zhu, C. (2011). Promoting a special learning environment for second language learning in a Chinese rural primary school. In Z. Bekirogullari (Ed.), Procedia Social and Behavioral Sciences (Vol. 12, pp. 137–144). Presented at the 2010 International conference on Education and Educational Psychology (ICEEPSY 2010), Amsterdam, The Netherlands: Elsevier Science.
Vancouver
1.
He Q, Valcke M, Zhu C. Promoting a special learning environment for second language learning in a Chinese rural primary school. In: Bekirogullari Z, editor. Procedia Social and Behavioral Sciences. Amsterdam, The Netherlands: Elsevier Science; 2011. p. 137–44.
MLA
He, Qiaoyan, Martin Valcke, and Chang Zhu. “Promoting a Special Learning Environment for Second Language Learning in a Chinese Rural Primary School.” Procedia Social and Behavioral Sciences. Ed. Z Bekirogullari. Vol. 12. Amsterdam, The Netherlands: Elsevier Science, 2011. 137–144. Print.