The Educator Standing on Chinese Cultural Ground:A Case Study of Chinese Basic Education Pedagogical Research  

作　　者：Yiyang Zhong 钟亦洋

机构地区：[1]The University of Hong Kong,China

出　　处：《ECNU Review of Education》2024年第3期510-530,共21页华东师大教育评论（英文）

基　　金：supported by the(Re)Conceptualizing Chinese Education:China's Educational Traditions and their Modern Transformation(grant number 17602017).

摘　　要：Purpose:Chinese Educators,referred to as Jiaoyujia(教育家)in Chinese,are esteemed indivi-duals dedicated to education with extensive expertise in theory and practice.Despite their influ-ential pedagogical research,they have received limited scholarly attention.This study aimed to fll the gap by focusing on jilin Li's(李吉林)contextualized teaching research informed by Chinese educational traditions.Design/Approach/Methods:A case study format was adopted,and data were thematically ana-lyzed using NVivo I2.In light of Kuan-Hsing Chen's"Asia as method"idea,the analysis drew par-ticular attention to the Asian resources employed in the pedagogical studies of interest.Findings:Focusing on how Educators utilize diverse educational traditions,this paper presents three functions of Chinese educational traditions applicable to Li's case.The chosen case study demonstrates that elements of Chinese educational traditions still actively inform Educators working in a modern Western-style education system.This paper analyzes how Li combined Chinese and foreign traditions and reveals an element of subjectivity with its own strengths and deficiencies.Originality Nalue:This study is the first to present and analyze the phenomenon of Chinese educational traditions informing pedagogical studies conducted by Chinese Educators,an influential group that scholars usually overlook in modern China.

关 键 词：Asia as method Chinese educational traditions Chinese Educator knowledge production pedagogical research 

分 类 号：G52[文化科学—教育学]