An Exploration of the Benefits and Constraints of Social Constructivist Classroom and Its Application in Chinese Public Primary Schools

Yuye Jin

doi:10.62177/jetp.v1i2.63

Authors

Yuye Jin University College London, London, WC1E 6BT, UK

DOI:

https://doi.org/10.62177/jetp.v1i2.63

Keywords:

Social Constructivism, Chinese Primary Education, Teacher-centered Learning, Confucianism in Education, Educational Reform, Collaborative Learning, Student-centered Learning, Examination Culture in China

Abstract

This article critically examines the benefits and limitations of implementing social constructivist classrooms in Chinese public primary schools. It highlights the contrast between China's traditional teacher-centered education system, influenced by Confucianism, and the student-centered, interactive learning model promoted by social constructivism. While social constructivism fosters student motivation, critical thinking, and collaboration, its application in Chinese classrooms faces significant challenges. These include cultural resistance rooted in Confucian values, the dominance of examination-based assessments, and administrative pressures on teachers. The study underscores the importance of adapting social constructivist methods to fit the unique cultural and educational context of China, advocating for more in-depth research to create effective models that harmonize with Chinese traditions and modern educational reforms.

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