Constructing a Paradigm for Children’s Contextualized Learning

Part I. Story of the Beginning: First Steps of Contextualized Learning

1. Insight from Contextualized Learning of Foreign Languages: Thirty Years of Exploration Started from One Piece of Information
Li Jilin

2. Guidance from Chinese Culture: Linking Learning with Life
Li Jilin

3. Using Art to Teach Chinese, and Meeting Children’s Aesthetic Needs
Li Jilin

4. Famous Scholars Visited the Contextualized Class
Li Jilin

5. A Sudden Enlightenment Attained by Reflection—Summarizing the Five Elements Related to Child Development
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Part II. Developmental Necessity: Constructing Contextualized Education

6. Expanding from Contextualized Teaching to Contextualized Education
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7. Constructing Four Basic Modes in Optimal Learning Environment
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8. Far-Reaching Impact Brought by National Academic Seminars
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9. Basic Principles of Active Learning Consistent with Children’s Psychological Inclination
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10. Develop Contextualized Curriculum to Benefit More Children
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11. The Rules Clarified: How the Project Passed Appraisal
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12. “Collected Works of Li Jilin” Was Published and Highly Praised by Academia
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13. Contextualized Learning Spreads to Cities, Villages, Hongkong and Other Parts of the World
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Part III. Absorbing Elements from Traditional Culture and Modern Science

14. Improving Theoretical Framework for Children’s Contextualized Learning
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15. Borrowing Ancient Ideas to Summarize the Core Elements: Truth, Beauty, Emotion, and Imagination
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16. Children’s Contextualized Learning in an Emotional Cognitive Process
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17. Support for Contextualized Learning from New Findings of Brain Science
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18. Four Strategies for Children’s Contextualized Learning
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19. A Chinese Voice in World Curriculum Reform that Receive International Recognition
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20. Forming the School of Contextualized Education
Li Jilin

Nyckelord: Education, Learning & Instruction, Curriculum Studies, Educational Psychology