Characteristics of Classroom Teaching Methods in China and Effect on Students’ Problem Solving

• In Event: What Chinese Students Really Know and Can Do: Evidence Beyond the Data From PISA (Programme for International Student Assessment) 2009

Abstract

issue of inquiry in China and abroad. A widely held view is that a better understanding of both can be beneficial for designing or developing more effective teaching methods to promote student achievement (Floden, 2001). Because of PISA and TIMSS, studies on characteristics of classroom teaching for countries and economies with high performing students have become of interest world-wide（e.g., Döbert, Klieme & Sroka, 2004; Fuchs & Wößmann, 2007; Sitgler & Hiebert, 1999).
This study will present the results of a study of classroom teaching methods and conditions of teaching across different areas of China, including Shanghai. Characteristics of teaching methods (such as major learning activities and their percentage of implementation, and status of after-class activities) and conditions of teaching (such as teacher quality and teaching resources) will be investigated. The effects of teaching methods on problem solving ability of students will be compared to those of teaching conditions.

Authors

• Tainian Zheng, East China Normal University

• Mei Wang, East China Normal University