Achieving Higher Learning Objectives in Bloom's taxonomy—An Exploration of Experiential Learning in a Chinese Educational Context
- 10.2991/978-2-38476-062-6_62How to use a DOI?
- Constructivism; Cognitivism; Experiential Learning
Considering the phenomenon of “good-exam takers” among Chinese students, this paper addresses the negative consequences caused by this phenomenon and suggests potential alternative pedagogies for the teacher to implement in class. The report offers insights into the principal teaching methodology that is all the rage in the west through a critical lens. In the following sections, I will first describe how the Western experiential learning model is based on cognitive and constructivist theories of people learning. Subsequently, equipped with a skeptical lens of behaviorist theories, I will question to what extent experiential learning outcomes could be measured and justified with other alternatives, such as flipped classrooms or seminars, to address the educational aims of encouraging students to develop higher skills on Bloom's taxonomy. In my final section, I will discuss why it is crucial not to adapt the experiential model without due diligence and understanding blindly and how to use such practice best to achieve the aims set initially out when addressing the problems of local Chinese school education. Overall, this paper is inferential for Chinese teachers to think about types of pedagogies that will be helpful to students.
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Cite this article
TY - CONF AU - Jingying Wen PY - 2023 DA - 2023/07/11 TI - Achieving Higher Learning Objectives in Bloom's taxonomy—An Exploration of Experiential Learning in a Chinese Educational Context BT - Proceedings of the 2023 2nd International Conference on Social Sciences and Humanities and Arts (SSHA 2023) PB - Atlantis Press SP - 494 EP - 499 SN - 2352-5398 UR - https://doi.org/10.2991/978-2-38476-062-6_62 DO - 10.2991/978-2-38476-062-6_62 ID - Wen2023 ER -