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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
KAN Wei
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DOI:10.17265/2159-5836/2022.12.008
Beijing Normal University, Beijing, China
Situated learning method in western educational culture holds that effective education requires learning that is embedded in authentic contexts of practice, wherein students engage in increasingly more complex tasks within social communities. One of the Chinese situated learing methods, hich had been proposed and practiced by Li has high similarities with counterpartners on knowledge acquisition. In this essay, the researcher compared the situated learning method in west and its development in China based on Li’s exploration, contrasting participatory and acquisitive learning models as they apply in classroom settings. The dialogue indicates that no matter in west and in Chinese classroom, situated learning is one of effective methods. This study emphysizes the fact that teacher acts as a provider, facilitator, and mediator of knowledge; students are able to learn from that knowledge and practice it in group activities. In turn, students arrive at a new level of knowledge and understanding based on their experience as a real practitioner in the group or community. The different norms and values attached to participation and acquisition complement one another, and either one alone would be insufficient. The researcher then assess Chinese literacy education in Li’s situated learning methods. It suggests that a blend of participatory and acquisitive learning models may be the most effective approach to classroom instruction.
situated learning, classroom instruction, cognition, social networking
Journal of Literature and Art Studies, December 2022, Vol. 12, No. 12, 1265-1274
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