Reflection and Improvement on the Localization of New Zealand’s “Learning Story” in China

DOI

10.2991/assehr.k.201127.064How to use a DOI?

Keywords

learning story, localization, reflection, improvement

Abstract

This research focuses on the criticism and doubt encountered in the practice of the heterogeneous educational theory of “learning story” in New Zealand. On this basis, through in-depth analysis and comparison of different social cultures and specific national conditions rooted in different educational concepts of the two countries, the author reflects on the its practical problems and objective shortcomings in the localization process of “learning story” in China and actively seeks for improvement strategies. As a paradigm of early childhood evaluation and development, New Zealand’s “learning story” needs to be adjusted and improved continuously in terms of evaluation purpose and content as well as acquisition of observation data in the process of combining with the practice of early childhood education in China, so as to truly serve the development of early childhood education in China.

Copyright

© 2020, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Juan Li
PY  - 2020
DA  - 2020/11/28
TI  - Reflection and Improvement on the Localization of New Zealand’s “Learning Story” in China
BT  - Proceedings of the 2020 Conference on Education, Language and Inter-cultural Communication (ELIC 2020)
PB  - Atlantis Press
SP  - 319
EP  - 321
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.201127.064
DO  - 10.2991/assehr.k.201127.064
ID  - Li2020
ER  -