Constructing a Paradigm for Children’s Contextualized Learning

Chapter 1 Insight from Contextualized Learning of Foreign Languages: Thirty Years of Exploration Started from One Piece of Information

Chapter 2 Guidance from Chinese Culture: Linking Learning with Life

Chapter 3 Using Art to Teach Chinese, and Meeting Children’s Aesthetic Needs

Chapter 4 Famous Scholars Visited the Contextualized Class

Chapter 5 A Sudden Enlightenment Attained by Reflection—Summarizing the Five Elements Related to Child Development

Chapter 6 Expanding from Contextualized Teaching to Contextualized Education

Chapter 7 Constructing Four Basic Modes in Optimal Learning Environment

Chapter 8 Far-Reaching Impact Brought by National Academic Seminars

Chapter 9 Basic Principles of Active Learning Consistent with Children’s Psychological Inclination

Chapter 10 Develop Contextualized Curriculum to Benefit More Children

Chapter 11 The Rules Clarified: How the Project Passed Appraisal

Chapter 12 “Collected Works of Li Jilin” Was Published and Highly Praised by Academia

Chapter 13 Contextualized Learning Spreads to Cities, Villages, Hongkong and Other Parts of the World

Chapter 14 Improving Theoretical Framework for Children’s Contextualized Learning

Chapter 15 Borrowing Ancient Ideas to Summarize the Core Elements: Truth, Beauty, Emotion, and Imagination

Chapter 16 Children’s Contextualized Learning in an Emotional Cognitive Process

Chapter 17 Support for Contextualized Learning from New Findings of Brain Science

Chapter 18 Four Strategies for Children’s Contextualized Learning

Chapter 19 A Chinese Voice in World Curriculum Reform that Receive International Recognition

Chapter 20 Forming the School of Contextualized Education