Relevant bibliographies by topics / Ethics Study and teaching (Secondary) China

Academic literature on the topic 'Ethics Study and teaching (Secondary) China'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Ethics Study and teaching (Secondary) China"

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Zhao, Mutong, Yuan Liang, Fengli Song, Lili Ma, Ying Wang, Wanli Gao, Jing Tian, et al. "Preventive Antenatal Educational Program on Allergic Diseases (PAEPAD) versus standard antenatal care for prevention of atopic dermatitis: study protocol for a single-centre, investigator-blinded randomised controlled trial." BMJ Open 12, no. 1 (January 2022): e048083. http://dx.doi.org/10.1136/bmjopen-2020-048083.

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IntroductionPatient education serves an essential purpose in the long-term management of allergic diseases as a secondary prevention approach. However, evidence on using education for primary prevention is limited. This study aims to evaluate the effect of an educational intervention, that is, the Preventive Antenatal Educational Program on Allergic Diseases (PAEPAD), on infantile allergic disease incidences compared with the standard care.Methods and analysisThis is a single-centre randomised controlled trial of expecting mother–children dyads in Daxing Teaching Hospital of Beijing, China. A total of 2266 expecting mothers will be recruited. Expecting mothers enlisted in the birth registry of Daxing Teaching Hospital of Capital Medical University and intend to give birth at this location will be screened for eligibility. Women aged≥18 years with less than 14+6 weeks of pregnancy who intends to remain resident in Daxing district for at least 2 years postpartum will be entered into the run-in phase. Randomisation will take place at 30 weeks of gestation. Women at high risk for miscarriage or intend to have abortions will be excluded. The participants will be allocated into two groups (ie, the PAEPAD and the standard care group) by random allocation (1:1). The PAEPAD group will receive a multidisciplinary education of neonatal care, including standard education as the control group and additional information on skincare of infants, sun protection, topical corticosteroids and an overview of atopic dermatitis (AD), whereas the standard care group will receive the standard neonatal care education carried out by obstetricians. Participants will be followed for 2 years. The primary outcome will be infantile AD cumulative incidence at 2 years postpartum. Secondary outcomes will include other AD outcomes, atopic march outcomes, knowledge outcomes and other maternal and neonatal outcomes. Data collection will be carried out using both electronic and paper questionnaires. Biological samples will also be collected longitudinally.Ethics and disseminationThe study design was approved by the ethical committee of Capital Medical University Daxing Teaching Hospital, Beijing, China. The trial results will be published in peer-reviewed journals and at conferences.Trial registration numberChiCTR registry (Trial ID: ChiCTR2000040463).
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Anupama Kavalibasappla, Kanchana Nagendra, Prashanth Hebballi Lingaraj, Raghavendraswamy Koppad, Mageppa Mandi, Darshitha Rajanna, and Shashi Kiran Guttinadu Mallikarjunappa. "Study on breakthrough infection and effectiveness of COVID-19 vaccination among COVID-19 patients visited ayush triage center attached to McGann district teaching hospital, Sims-Shvaimoga, Karnataka, India: A longitudinal and retrospective study." Asian Journal of Medical Sciences 14, no. 1 (January 1, 2023): 15–18. http://dx.doi.org/10.3126/ajms.v14i1.46425.

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Background: Novel coronavirus (COVID-19) first came to China in December 2019 and had become a public health emergency. There was a sudden rise of COVID-19 cases and its deaths. Aims and Objectives: This study intends to study the estimation of breakthrough infection among COVID-19 patients and to estimate the vaccination effectiveness among COVID-19 patients concerning the severity of the disease. Materials and Methods: This study was conducted in Mc Gann teaching hospital. The patients who were attending the Ayush Triage were included in the study. The sample size of 200 was estimated and the study was conducted for July 5–August 4, 2021, (1 month). A retrospective study design was planned and ethical board clearance was taken before starting the study. Patients were interviewed by telephone. The basic information such as contact number was collected by secondary data available in the triage center. Later details about Vaccination status and outcome of the disease were collected through telephonic interviews. Results: Among 200 COVID-19 patients, 28.5% of the patients had taken vaccination. The breakthrough (COVID-19 patients who had taken both doses) infection rate was 10.5% among the people who had been diagnosed with the COVID-19 infection. Most breakthrough infections were mild. The majority of the 163 (81.50%) did not know the source of infection. The majority of the patients 143 (71.50%) were not vaccinated. After the COVID-19 infection, only around 12 (6%) patients were not recovered completely, that is, they had a history of death or hospitalization, and the remaining 188 (94%) patients were completely recovered. Conclusion: Overall, one in every tenth individual after complete vaccination against COVID-19 infection had contracted the infection. Most of the breakthrough infections were mild and many of the subjects did not know the source of the infection.
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O.V., Dudina. "TEACHING MEDICAL ETHICS IN LEADING UNIVERSITIES OF CHINA." Collection of Research Papers Pedagogical sciences, no. 91 (January 11, 2021): 61–64. http://dx.doi.org/10.32999/ksu2413-1865/2020-91-8.

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The article examines the issue of teaching medical ethics in leading Chinese universities in the training of medical professionals and found that medical ethics courses for physicians are an innovation for Chinese medical high schools. Due to different cultural traditions, researchers of Chinese medical ethics hold conflicting views on the scientific importance and practical necessity of medical ethics and bioethics. The study found that medical ethics education in China has gradually adapted the experience of leading countries such as the United States and the United Kingdom in teaching ethics. China is now in the process of discussing how to develop its own traditional ethics in the context of globalization. It is established that in the program of masters in medicine the formation of ethical knowledge is a mandatory subject. The teaching of medical ethics takes place not only while studying in Chinese universities, but is a long-term lifelong process in which the student summarizes the results of their efforts, combining moral reflection, learning and leadership. The article analyzes the methods and content of teaching medical ethics, which include relevant cultural, social and personal development, and the education of masters in medicine at Chinese universities.Teaching ethics in medical universities is a relatively new area of medical education in China, ethics curricula have different levels of development. In order to determine the peculiarities in the contents of curricula, teaching and learning methods, forms of evaluation and quality of teaching ethics in China, it was analyzed ethical education in several leading medical universities in China: Wuhan University School of Medicine, Guangzhou Medical University and Peking University School of Medicine. In the process of scientific research on the teaching of ethics in universities, it was found that medical ethics for some time was part of the mandatory course of disciplines, with a strong tendency to emphasize the correct ideological thinking of future physicians.Key words: specialist in medicine, medical ethics, master’s degree, higher medical education in China, professional competence of doctor.
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O.V., Dudina. "TEACHING MEDICAL ETHICS IN LEADING UNIVERSITIES OF CHINA." Collection of Research Papers Pedagogical sciences, no. 91 (January 11, 2021): 61–64. http://dx.doi.org/10.32999/ksu2413-1865/2020-91-8.

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The article examines the issue of teaching medical ethics in leading Chinese universities in the training of medical professionals and found that medical ethics courses for physicians are an innovation for Chinese medical high schools. Due to different cultural traditions, researchers of Chinese medical ethics hold conflicting views on the scientific importance and practical necessity of medical ethics and bioethics. The study found that medical ethics education in China has gradually adapted the experience of leading countries such as the United States and the United Kingdom in teaching ethics. China is now in the process of discussing how to develop its own traditional ethics in the context of globalization. It is established that in the program of masters in medicine the formation of ethical knowledge is a mandatory subject. The teaching of medical ethics takes place not only while studying in Chinese universities, but is a long-term lifelong process in which the student summarizes the results of their efforts, combining moral reflection, learning and leadership. The article analyzes the methods and content of teaching medical ethics, which include relevant cultural, social and personal development, and the education of masters in medicine at Chinese universities.Teaching ethics in medical universities is a relatively new area of medical education in China, ethics curricula have different levels of development. In order to determine the peculiarities in the contents of curricula, teaching and learning methods, forms of evaluation and quality of teaching ethics in China, it was analyzed ethical education in several leading medical universities in China: Wuhan University School of Medicine, Guangzhou Medical University and Peking University School of Medicine. In the process of scientific research on the teaching of ethics in universities, it was found that medical ethics for some time was part of the mandatory course of disciplines, with a strong tendency to emphasize the correct ideological thinking of future physicians.Key words: specialist in medicine, medical ethics, master’s degree, higher medical education in China, professional competence of doctor.
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He, Wei, Yu Zhu, and Yanfei Wang. "Teaching Business Ethics with Case Study to MBA Students in China." Academy of Management Proceedings 2018, no. 1 (August 2018): 16446. http://dx.doi.org/10.5465/ambpp.2018.16446abstract.

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Safdar, Mahwish, Rana Muhammad Zubair, and Sumaira Munawar. "A Study on the Perception of Professional Ethics among Secondary School Teachers." Global Educational Studies Review VII, no. II (June 30, 2022): 116–25. http://dx.doi.org/10.31703/gesr.2022(vii-ii).11.

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In recent times, wakefulness regarding ethics has been increased in the people. Whenever employment arranges itself as a profession, a code of ethics develops. Ethical concerns are an essential part of life. Particularly it has an importance in academic circles. All professions have ethical considerations, norms, standards and expectations and the teaching profession has no exception. The objectives of the study were to explore the perception regarding professional ethics among secondary school teachers. The researcher employed quantitative research by approach and used a descriptive research design. The researcher applied the survey method to explore the perception of professional ethics of teachers. The population was involved all public school teachers. The sample of the study was two hundred sixty-two public secondary school teachers. As it is evident that teachers perceived their professional ethics well, so the ministry of education should invite teachers as moral experts in the process of making any policy regarding ethical and moral issues in society.
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Al-Hothali, Huda Muttar. "Ethics of the Teaching Profession among Secondary School Teachers from School Leaders’ Perspective in Riyadh." International Education Studies 11, no. 9 (August 28, 2018): 47. http://dx.doi.org/10.5539/ies.v11n9p47.

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The current study discusses the ethics of the teaching profession among secondary school teachers from school leaders’ perspective in Riyadh. It aimed at providing a proposal for the ethics of the teaching profession. The study utilized the descriptive approach and a questionnaire applied to 426 school leaders. The sample responses means were moderate and high in the domain of teacher professional performance, and his relation to students, community, and school community as well as family. There were no statistically significant differences in the sample responses due to school type, age, years of experience, and qualification. The study recommended developing a code of ethics approved by the Ministry of Education and adopted by teachers, preparing rehabilitation training programs for teachers, designing a website of educational supervision and ethics of teaching, creating an atmosphere of mutual relations among teachers, educational supervisors, and school leaders.
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Ni, Jinhui, Pei Wu, Xinlin Huang, Fangfang Zhang, Ze You, Qiaoling Chang, and Li Liao. "Effects of five teaching methods in clinical nursing teaching: A protocol for systematic review and network meta-analysis." PLOS ONE 17, no. 8 (August 30, 2022): e0273693. http://dx.doi.org/10.1371/journal.pone.0273693.

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Introduction Several teaching methods have been used in clinical nursing teaching to increase quality and efficiency, but disagreements over their effects persist. This study will evaluate the effects of five teaching methods in clinical nursing on nursing students’ knowledge, skill scores, learning satisfaction, and patients’ satisfaction. Methods We will conduct searches in PubMed, Embase, Web of Science, The Cochrane Library, China National Knowledge Infrastructure Database (CNKI), China Biological literature database (CBM), Wanfang Database, and China Science and Technology Journal Database (CSTJ) up to April 2022. Relevant randomized controlled trials meeting the eligibility criteria will be included. And the study selection and data extraction will be independently screened for eligibility by two authors. The quality of evidence will be evaluated using the Cochrane risk of bias tool. Pairwise meta-analysis and network meta-analysis (NMA) will be conducted using Rev Man, Stata, and R software. Statistical analyses including homogeneity tests, sensitivity analysis, transitivity tests, consistency tests, and publication bias will be completed. Ethics and dissemination No formal research ethics approval is required. The results will be disseminated to a peer-reviewed journal for publication. Protocol registration number INPLASY2021120040.
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Wimontham, Onsiri. "A Study on EFL Teaching Affecting Chinese Cultural Tourism." Theory and Practice in Language Studies 8, no. 8 (August 1, 2018): 1035. http://dx.doi.org/10.17507/tpls.0808.17.

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This research article is focused on presenting research studies related to English teaching as a foreign language in educational institutes; secondary and higher education levels in China so as to acquire whether there is weakness and strength or not. This research is conducted in Thailand and Beijing municipality, People’s Republic of China. The duration of research is 90 days; 80 days in Thailand and 10 days in People’s Republic of China. The sample size of 30 persons is chosen with the purposive sampling method. The research instruments consist of questionnaire, focus group interview and evaluating form from participatory. The researcher conducts analysis for both qualitative and quantitative data with a SWOT analysis technique; strengths, weaknesses, opportunities, and threats. The research was found that the summary of opinion of youths who live in Beijing towards the importance of using English to elevate and develop cultural and wisdom tourism, The summary of Chinese youths’ opinion towards the teaching and learning curriculum management of English for communication in Beijing municipality, secondary education level, The summary of level of Chinese youths opinion towards the teaching and learning curriculum management of English for communication in Beijing municipality, in a higher education level.
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Liu, Chunyan, and Rui Guo. "A Study of Localization of Task-Based Language Teaching in China." Chinese Journal of Applied Linguistics 43, no. 2 (June 1, 2020): 205–18. http://dx.doi.org/10.1515/cjal-2020-0013.

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Abstract In view of a series of challenges since Task-Based Language Teaching (TBLT) was introduced into China, we interviewed 14 front-line teachers in primary and secondary schools about their viewpoints and classroom strategies of TBLT. The results show teachers’ willingness to use TBLT. They adopt flexible teaching procedures, apply TBLT creatively, and explore task-based language assessment. The authors argue for inclusive non-doctrinaire approaches to TBLT, and propose to construct localized TBLT theory and practice with Chinese characteristics.
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Dissertations / Theses on the topic "Ethics Study and teaching (Secondary) China"

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Chan, Yuk-bik, and 陳玉碧. "A case study on using an argumentative approach in teaching business ethics." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B31963638.

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Lee, Sze-hung, and 李思紅. "Secondary school students' understanding of ethical guidelines in accounting." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30227409.

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Ho, Kam-kau Elizabeth, and 何劍翹. "Teacher emotions: autoethnography of a Hong Kong teacher who begins to teach ethnic minority students Chinese." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hub.hku.hk/bib/B50639262.

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This research is a journey of mine, as a CSL (Chinese as second language) teacher, using autoethnographical method to explore my own emotions and professional growth in the teaching of Chinese language to EM students. This research is a study of self-exploration. To make it simple, the autoethnography is written in accordance to the natural sequence of my self-exploration. First, I have chosen to report some of my raw experiences over the two-and-half years of teaching with the 2009 and 2010 cohorts of EM students (S2 and S1) as significant critical incidents that form the basis of my layers of reflection. They form the primary domain of the study. The writing is structured according to the classification suggested by Schon: 1. Reflection in Action: This part of the writing provides rich description of a series of critical incidents or episodes and my thoughts and feelings in the incidents. In writing each incident, the memory brings me back to the time and some instant reflection (usually filled, with some heavy emotions, confusion which needs clarity) may also be added to the description. The ‘Reflection in Action’ with the 2 cohorts of students is reported in two separate chapters. 2. Reflection on Action: After each ‘Reflection in Action’ chapter (which is mainly narratives of the critical incidents), there is a ‘Reflection on Action’ chapter which provides more in-depth analysis and reflection of my experience. With the 2009 cohort (S2 students), the associated ‘Reflection on Action’ is structured around the various emotions and relations experienced. And then with the 2010 cohort (S1 students), the associated ‘Reflection on Action’ is structured around my roles, values and cultural conflicts in the experience. 3. ‘Reflection for Action’: After I have completed ‘Reflection on Action’ on my experience to these two groups of students, I then make an overall reflection. The intention is to develop a better conceptualization of the whole experience and develop some theory that can serve as direction for my future practice, or hypothesis for consideration and future research by others. Before writing this final ‘Reflection for Action’, to provide a more valid and reliable basis for it, I interview some students (those involved in some of the significant incidents), three teachers from my school and three other teachers from other educational institutions. (One is a teaching staff working at the University of Hong Kong, one is from a Band 2 secondary school with lot of EM students, and the last one is a teaching staff working in a subsidized secondary school with some EM students.) Having the private talk with students can give me more insight on how some issues are seen from the students’ side. In the interviews, the critical incidents are used as stimulus together with questions which are designed for sharing emotions and enhancing understanding. After the final ‘Reflection for Action’, I will reflect on how the process of autoethographic writing and try to share with readers its values in teacher growth and other practical knowledge on using this methodology, including its strengths and limitations. In reflecting on my interaction, relation and emotions with students, I found my weaknesses; but I also came to realize fear existed in most of us. The way we handled our fear reflects our values and attitudes and in turn affected the fear of others. Our students also had their fear. The cultures of my students and me, and the differences, had made a great impact on our understanding of each other, and hence our emotional feelings towards each perceptions on cultural identity, and I tried to match the cultural strategies I learnt from literature with the cultural strategies practiced by me and my students. I also began to question how I saw (and would need to see) myself as their teacher, and respond to the differences between us. The issue of a teacher’s self and its formation in intercultural teaching then also became the focus of the study. In the end, you may ask, ‘what do you get from writing this autoethnographic research? In this teaching journey: teaching Chinese to the non-Chinese, you may ask, is teaching pedagogy very important fro students to learn better? Yes. But apart from teaching pedagogy, we need to take other issues into consideration. The issue of emotions and intercultural difference often emerges during the process of teaching and learning especially when teaching with ethnic minority students and this we need to take it into consideration to make the teaching of ethnic minority more smooth. To make the teaching of ethnic minority successful, we also need to understand our limitations and be accommodating, positive and show understanding to our students. In short, in the process of autoethnographic study, I have learned from lived experience. Through layers of reflection in different perspectives and different timing: reflection, it allows me to have some space to understand myself, show respect to others: students, parents and colleagues. We learn when we teach and we grow when we nurture our students with understanding and teach them with the virtue of gratitude.
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Education
Doctoral
Doctor of Education
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Leung, Pik-sai Tracy, and 梁碧茜. "Using environmental teaching kits in teaching secondary 1-3 geography syllabus in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30218470.

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Lau, Yin-har, and 劉燕霞. "Values teaching in Hong Kong junior secondary mathematics." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958734.

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Chan, Tak-wing, and 陳德穎. "Professional development through collaborative teaching: a case study in a secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27728985.

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Lam, Kai-shun, and 林啟信. "Digital divide in secondary schools : a Hong Kong study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209544.

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There is always a gap between student learning and classroom teaching in Hong Kong education. The use of information and communication technology has made the situation even worse. It is a common practice for students to work together through digital media like Instagram, WhatsApp, opening online Chat Room and Facebook by using elements like video, music, texts and artistic photography to reflect and discuss ideas for project assignment. During the process, students can further investigate what they have learnt in lessons and construct new knowledge. However, our schools are still concentrating on text-based presentation software for teaching. Schools have been reacting slowly to the appearance of this new popular participatory culture. Therefore it is interesting to study schools’ ICT infrastructure, the digital literacy in classrooms as well as students’ individual usage behavior in digital media. From the study, we are able to realize the reasons for choosing those multimodal elements in the students’ learning as well as posting them online. Then, we can determine the relationship between the participatory culture in creating multimodal artifacts and digital divide in education among students; as well as finding out those factors which lead to the gap and enhance participatory culture in academic purpose for students. Thus, we can improve the situation of students’ learning outcome gap during the use of digital media in teaching and studying. My thesis will employ qualitative research method in case study approach. It consists of 6 students’ interviews as well as teacher’s focus group interviews of three teachers from two schools. The results show that there are different forms of technology and usage gap among the students in using digital tools. Certainly, there are several ways to overcome the barriers.
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Education
Master
Master of Science in Information Technology in Education
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Poon, Wai-hoi Bobby, and 潘維凱. "Geometry reasoning of secondary students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B4439102X.

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Mark, Siu-man, and 麥兆文. "Implementation of issue-based approach in teaching junior secondary geography." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962531.

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Yeung, Pui-ming Stephen, and 楊沛銘. "Geography teaching and environmental consciousness among Hong Kong secondary school students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31212025.

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Books on the topic "Ethics Study and teaching (Secondary) China"

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Religious studies (as ethics). [Place of publication not identified]: Lulu Com, 2012.

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Yong, Mun Cheong. Exploring history: The ancient history of India, Southeast Asia and China. Singapore: Federal Publications, 1999.

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Reuther, Hermann-Josef. Ethikunterricht am Gymnasium: Inhalte philosophischer Ethik in den Lehrplänen der Sekundarstufe II. Frankfurt am Main: Lang, 1986.

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Kigongo, J. K. Ethical education in the reform of secondary education in Uganda. [Kampala]: J.K. Kigongo, 1991.

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Religious studies (AS ethics): Revision guide. Somerton, Somerset: Inducit Learning Ltd, 2012.

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Frase, Priscilla A. Scientific ethics for high school students. Madison, WI: Institute for Chemical Education, University of Wisconsin-Madison, 1997.

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Radest, Howard B. Can we teach ethics? New York: Praeger, 1989.

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Chʻan-wŏn, Yun, and Yi Chʻung-jin, eds. Chungdŭng todŏk kyoyuk ŭi hyŏnsil kwa munje: Hyŏnhaeng todŏk, yulli kyogwa kyoyuk e taehan todŏk chʻŏrhakchŏk chae kŏmtʻo mit kŭ kaesŏn ŭl wihan siron. Sŏul Tʻŭkpyŏlsi: Chimmundang, 2003.

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Shakespeare and the moral curriculum: Rethinking the secondary school Shakespeare syllabus. New York: Pripet Press, 1992.

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Saeroun pʻaerŏdaim e ŭihan Nam-Pukhan chungdŭng todŏk kyogwasŏ pigyo: Kachʻi tŏngmok e ttarŭn inʾganʾgwan, kukkagwan, sahoegwan pigyo. Sŏul Tʻŭkpyŏlsi: Chʻŏrhak kwa Hyŏnsilsa, 2002.

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Book chapters on the topic "Ethics Study and teaching (Secondary) China"

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Song, Ziyu, and Tao Xiong. "A Comparative Study of the Visual Representation of Gender in Two Series of Secondary English as a Foreign Language Textbooks in China." In Cultural Knowledge and Values in English Language Teaching Materials, 81–101. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-1935-0_5.

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Albayrak, Ebru, and Özcan Erkan Akgün. "Instructional Design Perspectives for Information and Communication Technologies Curriculum." In Technology Training for Educators From Past to Present, 95–116. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-4083-4.ch005.

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Current developments in technologies and new concepts, such as coding, virtual reality, and computational thinking, are rapidly emerging and constantly changing and transforming the world. Information and communication technologies education therefore needs to respond to these developments in order to prepare student for the changing world. This study discusses secondary school level information and communication technology education initiatives in Canada, England, Turkey, Australia, Ireland, Finland, New Zealand, the United States, and China, reflecting on their approaches in order to inform future studies. The findings of this study show that countries used technology education standards to determine course subjects and that these subjects differed between countries. The most notable common element is teaching the use and logic of technology in daily life and being aware of ethical issues. In general, this study sheds light on the countries' technology education approaches.
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Wang, Victor X., and Theresa Neimann. "English Teaching and Andragogy in Transitioning Students from Secondary to Higher Education in China." In Handbook of Research on Administration, Policy, and Leadership in Higher Education, 200–219. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0672-0.ch010.

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This study investigated the potentiality for Western andragogy as a teaching method in China's high schools, particularly in teaching English as a foreign language (ESOL). A well-accepted instrument was modified and utilized for this study. Chinese teachers of English taught andragogically to some extent such as personalizing instruction, relating to experience, assessing student needs and climate building. The findings showed these teachers taught the lower levels of Bloom's (1956) taxonomy, which are characterized by rote learning, memorization, knowledge transmission, lecturing, and focusing on exams (Li & Cutting, 2011). These teaching methods run contrary to Western democratic approaches characterized by negotiating curricular priorities with students, giving out learning contracts and using learning portfolios instead of exams and involving students when planning lessons. The Western style of teaching is believed to contribute to the communicative/collaborative learning process when it comes to learning as a foreign language such as English.
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Rammal, Hussain G. "A Global Approach towards Teaching Ethics in International Business." In Handbook of Research on Teaching Ethics in Business and Management Education, 114–23. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-61350-510-6.ch007.

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The areas of ethics and social responsibility have increasingly become important in the study of international business and are now covered at the undergraduate and postgraduate levels. While the introduction of ethical theories and responsibilities of corporations within the subject matter has helped create awareness of ethical issues faced by managers in the global marketplace, the current body of knowledge focuses mainly on the Western perspective. This chapter extends the ethical perspective to non-Western philosophies and covers the teachings and ideologies of Confucianism, Gandhism and Islam. These philosophies describe the ethical and moral values that help can explain the decision-making behavior of managers in China, India and many Muslim countries. These suggested codes of ethics are relevant for both students and academics, especially in light of the increasing number of acquisitions by firms from emerging economies.
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Conference papers on the topic "Ethics Study and teaching (Secondary) China"

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Tkacheva, Natalya A. "ABOUT SOME DIFFICULTIES IN THE STUDY OF THE LATIN LANGUAGE AT A HIGHER MEDICAL SCHOOL." In TEACHING THE FOREIGN LANGUAGE OF STUDENTS OF HIGHER AND SECONDARY EDUCATIONAL INSTITUTIONS AT PRESENT STAGE. PROBLEMS OF PRESERVING THE LANGUAGE AND CULTURE OF EVENKS OF RUSSIA AND OROCHONS OF CHINA. Amur State University, 2020. http://dx.doi.org/10.22250/tfl.2020.26.

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Zinchenko, Valentina M. "FORMATION OF GRAMMAR COMPETENCE BY STUDENTS OF TECHNICAL UNIVERSITIES (ON THE BASIS OF FRAME STRUCTURES STUDY IN THE GERMAN SENTENCE)." In TEACHING THE FOREIGN LANGUAGE OF STUDENTS OF HIGHER AND SECONDARY EDUCATIONAL INSTITUTIONS AT PRESENT STAGE. PROBLEMS OF PRESERVING THE LANGUAGE AND CULTURE OF EVENKS OF RUSSIA AND OROCHONS OF CHINA. Amur State University, 2020. http://dx.doi.org/10.22250/tfl.2020.9.

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Tuğbagül Altan, Nigar, and Oğuzkaan Sarıkaya. "COVID- 19 PANDEMIC STATE: TEACHING CHILDREN COLORS WITH MOBILE APPLICATION BASED ON AUGMENTED REALITY." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002422.

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The spread of, COVID- 19 from Wuhan, China in December 2019 enforced Draconian measures in form of social barriers to control the COVID- 19 pandemic. Many governments replaced face-to-face education in schools with remote education through the internet. Efficient and effective teaching techniques are still being sought. Especially, lessons practical training exercises need environmental platforms to enhance teaching yet physical platforms could have Pandemic related risks for humans. The risks are even higher, for children in primary education and for children with neurodevelopmental disorders who need to learn with repeated exercises. This study proposes a color learning mobile application for children that is based on augmented reality. The application is supposed to teach colors to young pupils in an enjoyable way. In this paper, three primary colors: red, yellow, blue, and three secondary colors: orange, green, and purple are taught with 3-D ball animation based on the augmented reality technique. This animation introduces how the secondary colors originate from the combination of primary colors. This is an enjoyable, teaching-learning, and self- repeatable activity for children in a COVID-19 pandemic state.
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LIU, HUILING, RAN LU, and JUAN WANG. "OPPORTUNITIES AND CHALLENGES OF SECONDARY VOCATIONAL MAKER EDUCATION UNDER THE BACKGROUND OF NEW GENERATION INFORMATION TECHNOLOGY." In 2021 INTERNATIONAL CONFERENCE ON ADVANCED EDUCATION AND INFORMATION MANAGEMENT (AEIM 2021). Destech Publications, Inc., 2021. http://dx.doi.org/10.12783/dtssehs/aeim2021/35966.

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Abstract. Maker education integrates innovative spirit with education and teaching. Vocational education shoulders the responsibility of training talents for all kinds of occupations. This study aims to explore the feasibility and necessity of developing maker education in secondary vocational schools. By using literature research method, this paper searched and visualized the literature with “maker education” as the key word in CNKI database, and analyzed the development status of maker education in China. The results show that there are relatively few research results on the application and practice of maker education mode, especially in the field of secondary vocational education. On the basis of previous studies, combined with the current situation of secondary vocational, this paper analyzes that secondary vocational maker education has many opportunities in policy and technology, but also faces challenges such as the concept needs to be improved, the curriculum system is not perfect, the teachers are weak, and maker space needs to be improved. Finally, this study confirms that the deep integration of maker education and secondary vocational education is an inevitable trend, and provides insights to promote the development of secondary vocational maker education.
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Devčić, Kristina, Mirela Jergović, and Ivana Beljo. "High School Education during the COVID-19 Pandemic." In 6th International Scientific Conference – EMAN 2022 – Economics and Management: How to Cope With Disrupted Times. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2022. http://dx.doi.org/10.31410/eman.2022.163.

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The coronavirus infection originated in Wuhan, China, and soon spread around the world. The declared COVID-19 pandemic has affected al­most all aspects of modern society. This paper examines the impact of the COVID-19 pandemic on secondary education and student achievement in the state graduation exam. Secondary education of the students in Croa­tia has adapted to the new situation with the school closure, online teach­ing and with the adaptation of teaching methods. The purpose of the state graduation exam is to assess and evaluate the achieved knowledge and competences, acquired by education in accordance with general education teaching plans and programmes. For this reason, in this research, an anal­ysis of student performance in the state graduation exam was conducted. The results of the exam of the compulsory part of the state graduation exam in the summer exam period from the school year 2012/2013 until 2020/2021 were observed. In this paper, the impact of the COVID-19 pandemic on sec­ondary education was examined from several different aspects. According to the analyzed indicators, the results showed that there is no significant de­cline in the successful adoption of teaching materials, i.e. there is no reduc­tion in the number of students who successfully passed the state graduation exam. Furthermore, the share of students who passed the state graduation exam within sufficient grades was analyzed, and the results showed that there is no major decline. Lastly, the share of students who passed the state graduation exam and enrolled in some form of higher education was ana­lyzed. The results showed that the number of students who enrolled in some of the study programs of higher education institutions did not decrease.
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Reports on the topic "Ethics Study and teaching (Secondary) China"

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Mayfield, Colin. Higher Education in the Water Sector: A Global Overview. United Nations University Institute for Water, Environment and Health, May 2019. http://dx.doi.org/10.53328/guxy9244.

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Higher education related to water is a critical component of capacity development necessary to support countries’ progress towards Sustainable Development Goals (SDGs) overall, and towards the SDG6 water and sanitation goal in particular. Although the precise number is unknown, there are at least 28,000 higher education institutions in the world. The actual number is likely higher and constantly changing. Water education programmes are very diverse and complex and can include components of engineering, biology, chemistry, physics, hydrology, hydrogeology, ecology, geography, earth sciences, public health, sociology, law, and political sciences, to mention a few areas. In addition, various levels of qualifications are offered, ranging from certificate, diploma, baccalaureate, to the master’s and doctorate (or equivalent) levels. The percentage of universities offering programmes in ‘water’ ranges from 40% in the USA and Europe to 1% in subSaharan Africa. There are no specific data sets available for the extent or quality of teaching ‘water’ in universities. Consequently, insights on this have to be drawn or inferred from data sources on overall research and teaching excellence such as Scopus, the Shanghai Academic Ranking of World Universities, the Times Higher Education, the Ranking Web of Universities, the Our World in Data website and the UN Statistics Division data. Using a combination of measures of research excellence in water resources and related topics, and overall rankings of university teaching excellence, universities with representation in both categories were identified. Very few universities are represented in both categories. Countries that have at least three universities in the list of the top 50 include USA, Australia, China, UK, Netherlands and Canada. There are universities that have excellent reputations for both teaching excellence and for excellent and diverse research activities in water-related topics. They are mainly in the USA, Europe, Australia and China. Other universities scored well on research in water resources but did not in teaching excellence. The approach proposed in this report has potential to guide the development of comprehensive programmes in water. No specific comparative data on the quality of teaching in water-related topics has been identified. This report further shows the variety of pathways which most water education programmes are associated with or built in – through science, technology and engineering post-secondary and professional education systems. The multitude of possible institutions and pathways to acquire a qualification in water means that a better ‘roadmap’ is needed to chart the programmes. A global database with details on programme curricula, qualifications offered, duration, prerequisites, cost, transfer opportunities and other programme parameters would be ideal for this purpose, showing country-level, regional and global search capabilities. Cooperation between institutions in preparing or presenting water programmes is currently rather limited. Regional consortia of institutions may facilitate cooperation. A similar process could be used for technical and vocational education and training, although a more local approach would be better since conditions, regulations and technologies vary between relatively small areas. Finally, this report examines various factors affecting the future availability of water professionals. This includes the availability of suitable education and training programmes, choices that students make to pursue different areas of study, employment prospects, increasing gender equity, costs of education, and students’ and graduates’ mobility, especially between developing and developed countries. This report aims to inform and open a conversation with educators and administrators in higher education especially those engaged in water education or preparing to enter that field. It will also benefit students intending to enter the water resources field, professionals seeking an overview of educational activities for continuing education on water and government officials and politicians responsible for educational activities
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