東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

How professors teach history in Chin...

He, Jin.

FindBook

Google Book

Amazon

博客來

How professors teach history in China: A study of undergraduate classroom instruction in two universities in Beijing.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	How professors teach history in China: A study of undergraduate classroom instruction in two universities in Beijing./
作者:	He, Jin.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 1994,
面頁冊數:	257 p.
附註:	Source: Dissertation Abstracts International, Volume: 54-12, Section: A, page: 4367.
Contained By:	Dissertation Abstracts International54-12A.
標題:	Higher education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9414577

How professors teach history in China: A study of undergraduate classroom instruction in two universities in Beijing.
He, Jin.

How professors teach history in China: A study of undergraduate classroom instruction in two universities in Beijing. - Ann Arbor : ProQuest Dissertations & Theses, 1994 - 257 p.

Source: Dissertation Abstracts International, Volume: 54-12, Section: A, page: 4367.

Thesis (Ph.D.)--Stanford University, 1994.

The primary purposes of the study are to describe and understand undergraduate classroom instruction in history so that (1) teaching patterns may be identified; (2) specific and well-defined explanations for these teaching patterns can be offered, and (3) implications of these findings can be explored by researchers, policy-makers and college teachers of history.Subjects--Topical Terms:

641065
Higher education.

How professors teach history in China: A study of undergraduate classroom instruction in two universities in Beijing.
LDR:03117nmm a2200325 4500 001 2121278
005 20170808141828.5
008 180830s1994 ||||||||||||||||| ||eng d
035 $a (MiAaPQ)AAI9414577
035 $a AAI9414577
040 $a MiAaPQ $c MiAaPQ
100 1 $a He, Jin. $3 3283260
245 1 0 $a How professors teach history in China: A study of undergraduate classroom instruction in two universities in Beijing.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 1994
300 $a 257 p.
500 $a Source: Dissertation Abstracts International, Volume: 54-12, Section: A, page: 4367.
500 $a Adviser: Larry Cuban.
502 $a Thesis (Ph.D.)--Stanford University, 1994.
520 $a The primary purposes of the study are to describe and understand undergraduate classroom instruction in history so that (1) teaching patterns may be identified; (2) specific and well-defined explanations for these teaching patterns can be offered, and (3) implications of these findings can be explored by researchers, policy-makers and college teachers of history.
520 $a A two-part conceptual framework is developed to find out how professors teach and why they teach as they do: the domains of influence on teaching and the process of teaching itself. Under the former are external and internal factors, and under the latter there are two stages--preparation and instruction.
520 $a A series of class observations and post-class interviews with 27 professors in Beijing University and Beijing Normal University brought the following findings. Three levels of lecture were found: descriptive, interpretive/analytical, and interrogative. Three patterns emerged from the 27 cases when the two sets of factors merge and shape teaching: (1) The internal factors and external factors happen to be in harmony with one another, i.e. teacher's belief fits with the external conditions. This makes it possible for a professor to teach as he wishes with the least hindrance. (2) The two domains are in conflict, and the external factors are more potent, compelling him to teach against his own beliefs. (3) The internal factors emerge as more powerful than external constraints, which means the professor chooses to teach as he wishes but has to do it with extraordinary effort because he has to withstand external pressures.
520 $a Conclusions. (1) Professors teach history primarily by lecturing, which contains primarily factual information. (2) Many factors account for the continued dominance of the lecturing format. It is the responsibility of professors to balance the internal strength and external constraints for a viable pedagogy. (3) Individual professors do have limited discretion and do make teaching choices. Their decisions on instruction are based on their beliefs and confidence in their command of the subject matter and ideas of pedagogy.
590 $a School code: 0212.
650 4 $a Higher education. $3 641065
650 4 $a Curriculum development. $3 684418
650 4 $a Social sciences education. $3 2144735
690 $a 0745
690 $a 0727
690 $a 0534
710 2 $a Stanford University. $3 754827
773 0 $t Dissertation Abstracts International $g 54-12A.
790 $a 0212
791 $a Ph.D.
792 $a 1994
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9414577