Littérature scientifique sur le sujet « Confucian heritage cultures »
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Articles de revues sur le sujet "Confucian heritage cultures"
Chen, Long. « Implementing cross-culture pedagogies : cooperative learning at Confucian heritage cultures ». Journal of Education for Teaching 41, no 4 (10 juin 2015) : 453–56. http://dx.doi.org/10.1080/02607476.2015.1053740.
Texte intégralEvers, Colin W., Mark King et Kokila Roy Katyal. « Conducting research in Confucian Heritage Cultures : an overview of methodological issues ». Comparative Education 47, no 3 (août 2011) : 295–300. http://dx.doi.org/10.1080/03050068.2011.586762.
Texte intégralBuchtel, Emma E., Leo C. Y. Ng, Ara Norenzayan, Steven J. Heine, Jeremy C. Biesanz, Sylvia Xiaohua Chen, Michael Harris Bond, Qin Peng et Yanjie Su. « A Sense of Obligation : Cultural Differences in the Experience of Obligation ». Personality and Social Psychology Bulletin 44, no 11 (9 mai 2018) : 1545–66. http://dx.doi.org/10.1177/0146167218769610.
Texte intégralHO, DAVID YAU FAI, et RAINBOW TIN HUNG HO. « Knowledge is a Dangerous Thing : Authority Relations, Ideological Conservatism, and Creativity in Confucian-Heritage Cultures ». Journal for the Theory of Social Behaviour 38, no 1 (mars 2008) : 67–86. http://dx.doi.org/10.1111/j.1468-5914.2008.00357.x.
Texte intégralCHANG, CHIU-CHENG, et GERALDINE CHEN. « ARMING ASIAN INTELLECTUALS INTERNATIONAL CONSULTANCY ». Journal of Enterprising Culture 03, no 04 (décembre 1995) : 483–96. http://dx.doi.org/10.1142/s0218495895000258.
Texte intégralCHANG, CHIU-CHENG, et GERALDINE CHEN. « ERRATA : "ARMING ASIAN INTELLECTUALS FOR INTERNATIONAL CONSULTANCY" ». Journal of Enterprising Culture 04, no 01 (mars 1996) : 95–108. http://dx.doi.org/10.1142/s0218495896000253.
Texte intégralPham, Huong Thi. « Assuring quality in higher education in a Confucian collectivist culture : the Vietnamese experience ». Journal of Contemporary Educational Research 2, no 4 (3 septembre 2018) : 10–19. http://dx.doi.org/10.26689/jcer.v2i4.405.
Texte intégralPham, Thinh Ngoc, Mei Lin, Vu Quang Trinh et Lien Thi Phuong Bui. « Electronic Peer Feedback, EFL Academic Writing and Reflective Thinking : Evidence From a Confucian Context ». SAGE Open 10, no 1 (janvier 2020) : 215824402091455. http://dx.doi.org/10.1177/2158244020914554.
Texte intégralCORDEIRO, ALLAN. « Tendencies for Future Research on English Speaking Anxiety in Confucian Heritage Culture (CHC) Students and Teachers ». Revista Gatilho 19, no 02 (31 décembre 2020) : 18–35. http://dx.doi.org/10.34019/1808-9461.2020.v19.27682.
Texte intégralFung, Annabella S. K. « Confucian Heritage Culture, parental differential treatment of siblings and music learning : A hermeneutic analysis of a musical family ». Psychology of Music 46, no 3 (20 juin 2017) : 357–74. http://dx.doi.org/10.1177/0305735617712423.
Texte intégralThèses sur le sujet "Confucian heritage cultures"
Radclyffe-Thomas, Natascha Eugenie. « Concepts of creativity operating within a UK art and design college (FE/HE) with reference to Confucian heritage cultures : perceptions of key stakeholders ». Thesis, Durham University, 2011. http://etheses.dur.ac.uk/3195/.
Texte intégralQin, Bailan. « Sacred Heritage Making in Confucius’ Hometown : A Case of the Liangguan Site ». Thesis, The University of Sydney, 2018. http://hdl.handle.net/2123/19706.
Texte intégralZhao, Xingcun. « AN EXPLORATION OF CULTURAL HERITAGE TOURISM USING THE BRAND PERSONALITY THEORY : AN EXAMPLE OF THE THREE MEMORIAL EDIFICES OF CONFUCIUS ». Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1558542739608648.
Texte intégralBarron, Paul Edward. « An evaluation of learning styles, learning issues and learning problems of Confucian heritage culture students studying hospitality and tourism management in Australia / ». St. Lucia, Qld, 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17741.pdf.
Texte intégralHsu, Chiu-Yen. « Choosing to study science in Taiwanese schools : perceptions of science and other influences on students' choices ». Thesis, University of Bath, 2008. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.512322.
Texte intégralAbdullah, Shamsul Kamariah. « “More Spices in My Thinking Skills” Exploring Confucius Heritage Culture (CHC) Learners’ Learning Behaviour in Marketing Units (A Case Study) ». Thesis, Curtin University, 2013. http://hdl.handle.net/20.500.11937/70364.
Texte intégralTu, Chia-Hua Vivian. « The relationship between language learning orientation and regulatory focus among EFL students in Taiwan ». Thesis, University of Aberdeen, 2012. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=186963.
Texte intégralLe, Ngoc Hoa. « Mise en œuvre d’une pédagogie dialectique et constructiviste dans l’enseignement primaire du vietnamien ». Thesis, Université Grenoble Alpes, 2020. http://www.theses.fr/2020GRALH003.
Texte intégralIn the context of the fundamental and comprehensive current reform of education in Vietnam, the need of determining the basic theories of education as well as the teaching and learning models has significantly grown. At the beginning of the 21st century, constructivism-based pedagogies have been carried into Vietnamese education through a model entitled Vietnamese Escuela Nueva (VNEN). Accordingly, a profound deployment of the constructivism-based pedagogical reform was required with the aim to establish learners’ competences rather than merely providing knowledge to them as was done in the traditional education. Whereas the competence-based curriculum aligned with the constructivist pedagogy has become a hectic preparation of the education reform in Vietnam, teachers’ beliefs toward the constructivism-based teaching and learning approach have attracted educators’ attentions. This research comprises four studies as follows.The first study is to explore the Vietnamese primary-school teachers’ beliefs regarding self-study textbooks of the VNEN project, in order to determine to what extent the teachers think the textbooks support them to implement the constructivist pedagogies in Vietnamese language instruction. The results revealed inconsistence in the teachers’ beliefs toward roles of the targeted textbooks in directing teaching and learning activities. The mismatches between the VNEN textbooks and their original versions were also explored. Finally, the strengths and shortcomings of contents and physical quality of the textbooks were collected and used as bases for improving their quality.The second study aims at investigating Vietnamese primary teachers’ beliefs on the dialectical constructivist pedagogy that is approved by Vietnamese Ministry of Education and Training (MoET) through the VNEN-based reform. The study found out a tendency of a simplified interpretation, even far difference from the original pedagogical intentions of the dialectical constructivist approaches. In addition, an inconsistence was unfolded between what the teachers thought about the constructivism-based instruction and what they actually implemented in their classroom. The follow-up interviews about the classroom observations provided the reasons and understandings that are responsible for the mismatch between their expressed beliefs and their teaching practices.In the third study, we a step forward in designing a constructivism-aligned instructional model in order to accommodate the dialectical constructivist features into the Vietnamese language instruction. This study focuses on describing the design of a formal model in which core features of dialectical constructivist pedagogies are synthesised with essential aspects of Vietnamese education and culture. The designed model was deployed in six lessons in Reading and used in the following experimental study.Through a fourth study, the feasibility of the dialectical constructivist-aligned model of teaching primary Vietnamese language was validated and evaluated through an experimental study. The teachers’ teaching practices showed meaningful changes for a traditional way of learning to a more dialectical constructivist way. Concurrently, the experiment had a positive impact on the pupils’ reading competences and their high-level thinking. In addition, the teachers’ perceptions about the dialectical constructivist-aligned lessons as well as their proposition for adjusting the designed model were collected. The challenges of the model implementation in Vietnamese culture and education were perceived and discussed by the teachers. Finally, the pupils also showed their positive attitudes toward the designed lessons. This experimental study brought opportunities to improve the constructivist-aligned model and enhance the quality of teaching Vietnamese language at primary education in order to meet the new requirements of the current pedagogical reform in Vietnam
Ouyang, Li. « Motivation, cultural values, learning processes, and learning in Chinese students ». Thesis, Kingston, Ont. : [s.n.], 2008. http://hdl.handle.net/1974/1340.
Texte intégralCOSTANTINI, STEFANO. « I vissuti socio-emotivi di alunni e alunne di origine cinese a rischio drop-out. Una ricerca qualitativa in gruppi-classe eterogenei e multiculturali nel territorio tra Firenze, Campi Bisenzio e Prato ». Doctoral thesis, 2020. http://hdl.handle.net/2158/1252714.
Texte intégralLivres sur le sujet "Confucian heritage cultures"
Sun Zhongshan de ru xue qing jie : Zhonghua wen hua de cheng chuan yu chao yue = Sun Yat-sen's confucian complex : the heritage and transcendence of Chinese culture. Beijing : She hui ke xue wen xian chu ban she, 2010.
Trouver le texte intégralPong-gon, Kim, et Chirisankwŏn Munhwa Yŏn'gudan, dir. Chirisankwŏn yuhak ŭi hangmaek kwa sasang. Sŏul-si : Sŏnin, 2015.
Trouver le texte intégralIlbon munhŏn sok ŭi Yi Sun-sin p'yosang : The image of Yi Sun-sin in Japanese literature. Sŏul : Minsogwŏn, 2022.
Trouver le texte intégralThanh, Pham Thi Hong. Implementing Cross-Culture Pedagogies : Cooperative Learning at Confucian Heritage Cultures. Springer London, Limited, 2013.
Trouver le texte intégralThanh, Pham Thi Hong. Implementing Cross-Culture Pedagogies : Cooperative Learning at Confucian Heritage Cultures. Springer, 2013.
Trouver le texte intégralPham Thi Hong Thi Hong Thanh. Implementing Cross-Culture Pedagogies : Cooperative Learning at Confucian Heritage Cultures. Springer, 2016.
Trouver le texte intégralLam, Chi-Ming. Childhood, Philosophy and Open Society : Implications for Education in Confucian Heritage Cultures. Springer, 2015.
Trouver le texte intégralLam, Chi-Ming. Childhood, Philosophy and Open Society : Implications for Education in Confucian Heritage Cultures. Springer, 2013.
Trouver le texte intégralLam, Chi-Ming. Childhood, Philosophy and Open Society : Implications for Education in Confucian Heritage Cultures. Springer Singapore Pte. Limited, 2013.
Trouver le texte intégralLam, Chi-Ming. Childhood, Philosophy and Open Society : Implications for Education in Confucian Heritage Cultures. Springer London, Limited, 2013.
Trouver le texte intégralChapitres de livres sur le sujet "Confucian heritage cultures"
Choo, Suzanne S., et Sharon Y. S. Quek. « Empowering Students Through Cosmopolitan Literacies : Pedagogical Examples from Classrooms in Confucian Heritage Cultures ». Dans International Handbook on Education Development in Asia-Pacific, 1–19. Singapore : Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-2327-1_27-1.
Texte intégralPham, Thanh. « Developing Effective Global Pedagogies in Western Classrooms : A Need to Understand the Internationalization Process of Confucian Heritage Cultures (CHC) Students ». Dans Education in the Asia-Pacific Region : Issues, Concerns and Prospects, 37–52. Singapore : Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-0057-9_3.
Texte intégralOzoliņš, Jānis (John) Tālivaldis. « Confucian heritage culture, education, and wisdom ». Dans Education and the Pursuit of Wisdom, 132–48. First edition. | Abingdon, Oxon ; New York, NY : Routledge, 2019. | Series : Routledge international studies in the philosophy of education : Routledge, 2018. http://dx.doi.org/10.4324/9781351130790-7.
Texte intégralZhang, Xianglong. « 4. The Special District of Confucian Culture, the Amish Community, and the Confucian Pre-Qin Political Heritage ». Dans Confucianisms for a Changing World Cultural Order, sous la direction de Roger T. Ames et Peter D. Hershock, 55–72. Honolulu : University of Hawaii Press, 2017. http://dx.doi.org/10.1515/9780824873325-005.
Texte intégralHo, Shelen. « Culture and Learning : Confucian Heritage Learners, Social-Oriented Achievement, and Innovative Pedagogies ». Dans Diversity and Inclusion in Global Higher Education, 117–59. Singapore : Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-1628-3_5.
Texte intégralPattie, Yuk Yee et Luk-Fong. « Teachers’ Professional Identities and Career Choices when Education Reforms Meet with Confucian Cultural Heritage in Education ». Dans Teachers' Identities and Life Choices, 91–114. Singapore : Springer Singapore, 2012. http://dx.doi.org/10.1007/978-981-4021-81-4_7.
Texte intégralPham, Thanh, et Lam H. Pham. « Engaging Students in Academic Readings at Australian Higher Education : Experience Learned from Confucian Heritage Culture (CHC) Education ». Dans Education in the Asia-Pacific Region : Issues, Concerns and Prospects, 3–16. Singapore : Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-0057-9_1.
Texte intégralFung, Dennis Chun-Lok, et Tim Weijun Liang. « The Research on Group Work, Critical Thinking and Confucian Heritage Culture : What Does a Thematic Review Tell Us ? » Dans Fostering Critical Thinking Through Collaborative Group Work, 11–33. Singapore : Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-2411-6_2.
Texte intégralPhillipson, Shane N., et Hoi Yan Cheung. « Giftedness within the Confucian-heritage Cultures ». Dans Learning Diversity in the Chinese Classroom, 205–47. Hong Kong University Press, 2007. http://dx.doi.org/10.5790/hongkong/9789622098725.003.0007.
Texte intégralHo, David Y. F. « Cognitive Socialization in Confucian Heritage Cultures ». Dans Cross-Cultural Roots of Minority Child Development, 284–312. Psychology Press, 2014. http://dx.doi.org/10.4324/9781315746555-17.
Texte intégralActes de conférences sur le sujet "Confucian heritage cultures"
Karjanto, Natanael. « Active Participation and Student Journal in Confucian Heritage Culture Mathematics Classrooms ». Dans International Conference on Mathematics, Geometry, Statistics, and Computation (IC-MaGeStiC 2021). Paris, France : Atlantis Press, 2022. http://dx.doi.org/10.2991/acsr.k.220202.018.
Texte intégralDISSANAYAKE, Ishini Samadhi. « HAPPINESS THROUGH THE CONFUCIUS’S PHILOSOPHICAL THEORY ». Dans Proceedings of The Third International Scientific Conference “Happiness and Contemporary Society”. SPOLOM, 2022. http://dx.doi.org/10.31108/7.2022.13.
Texte intégralCHU, YU CHIEH, MIN FU HSU, TSAI YU LIN et PEI YU YI. « PREVENTIVE PRESERVATION OF CULTURAL HERITAGE WITHIN A HOT AND HUMID CLIMATE : A CASE STUDY OF TAINAN CONFUCIAN TEMPLE, TAIWAN ». Dans STREMAH 2019. Southampton UK : WIT Press, 2019. http://dx.doi.org/10.2495/str190261.
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