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Evaluating Harkness with China’s Growing Interest in Project-Based Learning Studies in High School
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Abstract
As China advances its educational methods, it has incorporated innovative approaches into high school education, notably Project-Based Learning (PBL), which emphasizes hands-on learning experiences to improve academic performances among students. Another pedagogy, Harkness learning, shares similar educational goals with PBL, prompting discussions about their potential collaborative use in Chinese high school classrooms. This paper examines the feasibility of such implementation by exploring the origins, influences, and practical considerations of Harkness learning, introducing China's high school education system and discussing PBL implementation in China. The paper concludes that Harkness and PBL can potentially complement each other effectively, as Harkness specializes in refining academic abilities, while PBL aims to enhance general subject knowledge. As there is a relative scarcity of research material in this specific field, this literature review holds substantial importance for scholars who intend to conduct further research on the collaborative integration of Harkness and PBL, particularly within the context of implementation in China.
Keywords
Philosophy of Education, Pedagogy Harkness, Project-Base Learning, Chinese High School Education
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Cite this article
Liu,C. (2024). Evaluating Harkness with China’s Growing Interest in Project-Based Learning Studies in High School. Lecture Notes in Education Psychology and Public Media,46,99-107.
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