Education Journal


2015.第43卷第2期(Vol. 43 No. 2).pp. 1–25


Self-reshaping the Paradigm of Chinese Teachers in the Contexts of Educational Globalization and Economic Globalization: An Analysis Based on Cognitive and Behavioral Dimensions

陳文政(Wen-Cheng CHEN)





Globalization is a phenomenon that people have created yet cannot fully control. Facing its unpredictability, adopting a creative response to it will have autonomous and positive implications for Chinese teachers. This article tries to explore the proper cognitive and behavioral accommodations when Chinese teachers reshape the role paradigm in the context of globalization. First, it depicts the general features and main dimensions of globalization. Second, “the macroscopic and moderate cognitive approach for understanding educational globalization” is proposed as a reference of framework for Chinese teachers on the cognitive dimension. Then, it proposes two best practices for Chinese teachers as guidelines to properly respond to the crowding-out effect implied in economic globalization. The paradigm reshaping process on the cognitive and the behavioral dimension will help Chinese teachers, by devoting themselves to educational practice, create a promising society that can evade the disadvantages of globalization.

Keywords: globalization; paradigm of teachers; crowding-out effect; intrinsic motivation; extrinsic motivation