A Social-Cultural Theoretical Basis of Inter-disciplinary Teaching for English Majors in China
Journal Title: IOSR Journal of Humanities and Social Science - Year 2018, Vol 23, Issue 5
Abstract
An inter-disciplinary teaching approach is on the rise in China. The basic rationality is that only by this approach can the students be versatile and be better prepared to meet the needs of the market. But the theoretical basis for such an educational reform is a less concern for Chinese educators. This paper is an attempt to illustrate the social-cultural theoretical basis for inter-disciplinarian teaching so that this approach can better be understood and more widely accepted.The theoretical basis can be found in its definition, in researchers and theorists who proposed theories of learning that highlight the social and contextualized nature of learning. In the end, the interdisciplinary approach is important and meaningful for students as well as for teachers.
Authors and Affiliations
Kong Lingyu
Keywords
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- EP ID EP418933
- DOI 10.9790/0837-2305063537.
- Views 43
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