Deconstructing Teacher-Centeredness and Student-Centeredness Dichotomy: A Case Study of a Shanghai Mathematics Lesson
نویسندگان
چکیده
Teacher-dominated classrooms with some student-centered elements are a perplexing phenomenon of Chinese mathematics classrooms. In-depth exploration of this phenomenon is helpful for understanding the features of mathematics teaching in China. This paper demonstrates how the teacher can encourage students to actively generate knowledge under the teacher’s control from a perspective of variation and further deconstruct the legitimacy of teacher-centeredness and student-centeredness dichotomy.
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