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Forskning

Forskning

CI AAU beskæftiger sig med forskning indenfor undervisningsmetoder og didaktik i kinesisk som fremmedsprog og kinesisk kultur. Hovedspørgsmålet, vi prøver at besvare, er: Hvordan underviser man bedst i kinesisk i en dansk kontekst? Et spørgsmål, som er simpelt at stille, men svært at besvare.

Vores hold af undervisere og forskere har udgivet en del artikler og antologier. Du kan finde artikler i menuen til højre og information om de bøger, vi har udgivet, nedenfor. 

 

Forskningsnetværk i Kina

CI AAU har et bredt akademisk netværk i Kina, primært indenfor uddannelse og miljø/energi. Hvis du ønsker at samarbejde med kinesiske partnere eller har brug for råd til at forbedre dit dansk-kinesiske forskningsprojekt, kan du kontakte Xiangyun Du her.

 

Forskningsstøtte fra kinesiske FONDE

Gennem partnere i Kina har CI AAU gode muligheder for at søge om midler fra kinesiske fonde. Vore partnere inkluderer Chinese Scholarship Council og CI’s Headquarter/Hanban.

Midler kan fx søges til:

·        Forskningsprojekter indenfor forskellige områder

·        Forskningsrejser for adjunkter, lektorer eller professorer (fra to uger til seks måneder)

·        Forskningsrejser for ph.d.-studerende (fra to uger til seks måneder)

·        Konferencer og workshops

·        Publikationer

For mere information om forskningsstøtte fra kinesiske fonde Kontakt Thorsten Budde Haensel.

Teaching and Learning Culture - Negotiating the Context

 

This book is based on educational research conducted by researchers from the Department of Learning and Philosophy and the Confucius Institute for Innovation and Learning at Aalborg University. Empirically, it reports on different approaches to teaching and learning of culture, including a student-centered task-based problem-based learning (PBL) approach, a digital technology-supported approach and more. It also reports on how, when teaching and learning culture, teachers’ professional identity and the informal teaching and learning environment impact the teaching and learning of culture in different educational settings from primary school to university. A central theme in the book is the power of context. The studies illustrate in multiple ways, and from different angles, that “culture is not taught in a vacuum or learned in isolation”, but may be influenced by many factors both inside and outside the classroom; at the same time, culture also influences the context of the learning. The context may be “invisible” and hide itself as tacit knowledge or embedded values, or it may be very visible and present itself as a fixed curriculum or an established tradition. No matter what forms and shapes the context takes, the studies in this book strongly indicate that it is essential to be aware of the power of context in teaching and learning culture in order to understand it and negotiate it. This book suggests that teachers should not try to limit or avoid contextual influences, but instead, should explore how the context may be integrated into and used constructively in the teaching and learning of culture. This allowance of context in the classroom will allow for teachers, students, subjects and contexts to enter into a dialogue and negotiation of meaning that will enrich each other and achieve the established goal – acquisition of cultural awareness and intercultural understanding.

Click here to buy the book.

Exploring Task-Based PBL in Chinese Teaching and Learning

 

The Confucius Institute for Innovation and Learning at Aalborg University has functioned as a major actor in facilitating the establishment of Chinese Language and Culture courses and developing teachers' pedagogy competences in Denmark. This book explores Task-Based PBL and seeks alternative ways of teaching and learning Chinese in a cross and inter-cultural context. A major theme in this book is bridging the gap between the traditional methods of teaching Chinese and the student-centred learning method in a non-native context such as Denmark. The establishment of a conceptual framework for Task-Based PBL offers an alternative approach that encourages innovative teaching practice and promotes research-based teaching in language education. Empirically this book reports how teachers designed and conducted tasks, how the classroom setting was affected, and how students evaluated the course. Teachers' reflections and recommendations are included along with 20 ready-to-use tasks developed by our teachers to disseminate our experiences and methods with a broad range of teachers, student and educational contexts. This book suggests that effectiveness of new teaching methods and the initiation of new subjects are contextual. Learning a foreign language (e.g. Chinese) is more than language acquisition; it is also understanding other cultures and participating in intercultural interaction and communication. Thus, education and learning (particularly a foreign language) is related to a broader social transformation in the process of globalisation and in the development towards a knowledgeable society.

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