Zehui Zhan – författare

This book investigates how schools, enterprises and families in China have coped with the formal online education in the light of government policy throughout the COVID-19 epidemic outbreak, with special focus on the problems they have encountered and possible solutions.

Using grounded theory, over 1000 posts retrieved from public online forums were analyzed under a 4*4 framework, referring to four special time nodes (proposal period, exploratory period, full deployed period, exiting period) and four major subjects (government, schools, enterprises, families). The book identifies four main issues faced by massive online education during the epidemic: platform selection in proposal period, teacher training in exploratory period, resource integration in full deployed period, and flexibility of returning to schools in exiting period. These findings enlighten us with a deeper understanding of the process of online learning in an educational emergency, helping to develop best countermeasures in similar situations, as well as to provide paths to follow for other countries.

The book will appeal to teachers, researchers and school administrators of the online education and education emergency management, as well as those who are interested in Chinese education during the COVID-19 outbreak in general.

This book investigates how schools, enterprises and families in China have coped with the formal online education in the light of government policy throughout the COVID-19 epidemic outbreak, with special focus on the problems they have encountered and possible solutions.

Using grounded theory, over 1000 posts retrieved from public online forums were analyzed under a 4*4 framework, referring to four special time nodes (proposal period, exploratory period, full deployed period, exiting period) and four major subjects (government, schools, enterprises, families). The book identifies four main issues faced by massive online education during the epidemic: platform selection in proposal period, teacher training in exploratory period, resource integration in full deployed period, and flexibility of returning to schools in exiting period. These findings enlighten us with a deeper understanding of the process of online learning in an educational emergency, helping to develop best countermeasures in similar situations, as well as to provide paths to follow for other countries.

The book will appeal to teachers, researchers and school administrators of the online education and education emergency management, as well as those who are interested in Chinese education during the COVID-19 outbreak in general.

Interdisciplinary education is the future trend in global K-12 curriculum reform, and all K-12 subject teachers should be prepared to meet the challenges it presents. This book aims to explore the competence structure that K-12 teachers need to effectively design and implement interdisciplinary education from a general perspective of subject integration.

Drawing on relevant theories from interdisciplinary education and teacher competence research, the book clarifies the fundamental connotations of teachers’ interdisciplinary teaching competence and identifies the key elements of this competence from an international perspective. It also examines the transformation pathways for teachers from subject-specific teaching to interdisciplinary teaching based on China’s national curriculum framework. On this basis, the book constructs a framework for K-12 teachers’ interdisciplinary teaching competence and applies it to the cultivation of interdisciplinary teaching staff, guiding the design of assessment tools, improvement strategies, and training programs for enhancing interdisciplinary teaching competence.

The book will encourage teachers from different disciplines to participate in the design and implementation of interdisciplinary teaching, thereby promoting the sustainable development of interdisciplinary education. Global educators and researchers interested in interdisciplinary education, competence framework development, teacher professional development, and Chinese education will find valuable insights in this book.

Interdisciplinary education is the future trend in global K-12 curriculum reform, and all K-12 subject teachers should be prepared to meet the challenges it presents. This book aims to explore the competence structure that K-12 teachers need to effectively design and implement interdisciplinary education from a general perspective of subject integration.

Drawing on relevant theories from interdisciplinary education and teacher competence research, the book clarifies the fundamental connotations of teachers’ interdisciplinary teaching competence and identifies the key elements of this competence from an international perspective. It also examines the transformation pathways for teachers from subject-specific teaching to interdisciplinary teaching based on China’s national curriculum framework. On this basis, the book constructs a framework for K-12 teachers’ interdisciplinary teaching competence and applies it to the cultivation of interdisciplinary teaching staff, guiding the design of assessment tools, improvement strategies, and training programs for enhancing interdisciplinary teaching competence.

The book will encourage teachers from different disciplines to participate in the design and implementation of interdisciplinary teaching, thereby promoting the sustainable development of interdisciplinary education. Global educators and researchers interested in interdisciplinary education, competence framework development, teacher professional development, and Chinese education will find valuable insights in this book.

This book constitutes extended papers from the 4th International Conference on Technology in Education, ICTE 2019, held in Guangzhou, China, in March 2019.

The 27 full papers presented in this volume were carefully reviewed and selected from 109 submissions. They are organized in topical sections on blended bearning and computer-supported learning; virtual reality, augmented reality and game-based learning; open online courses and open educational resources; teaching and learning analysis and assessment; pedagogical, psychological and cultural issues.