The Introduction of Learner-centred Pedagogy in Northwest China: a Critique

Learner-centred pedagogy did not originate within a Chinese educational framework. The implementation of this borrowed policy therefore poses difficulties for Chinese educators on cultural, systematic, and practical levels. A review will be undertaken of the scholarly understanding of the practice of policy borrowing and lending, with the goal of better understanding the reasons and significance of the adoption of learner-centred pedagogy in China. I review the development of learner-centred pedagogy, and my understanding of it. With a reliance on my experience as a scholar, teacher, and student of the Chinese education system, the difficulties of integrating learner-centred pedagogy into the China will be examined and analyzed. In conclusion some thoughts are presented on how the principals of learner-centred pedagogy might be expressed in Chinese classrooms, in a manner more sensitive to context, and more harmonious with the existing culture, and needs of Chinese teachers and learners.M.A