They further state that schoolwork burden has some negative effects on test performance. Thus, according to the theory of child-centred education, students’ intrinsic motivation for learning could be developed under child-centred circumstances. The theory of “Learning for Mastery” which states that learning is a function of three variables; student cognitive entry about the need to learn, student affective entry characteristics showing the will to learn and quality of instruction where the teacher should show willingness to teach (Tang andFu, 2008, p. 505).Therefore, the quality of schoolwork completed in both child-centred and teacher-centred settings, will be analysed to compare academic performance.
In this essay, the researcher will review the literature concerning three aspects of thesubject area: the issues around the definitions of child-centred and teacher-centred classrooms and the efficiency of schoolwork under both settings; the past and present contextsof acquiringChinese literacy in primary school in China; and the value of effective schoolworkfor improving children’s educational outcome in child-centred classrooms. In this regard, effective schoolwork refers to the way students can best use their study time in the hope that examination oriented teaching can be changed toward the development of an educational system that is multi-standard with the aim of alleviating burden of schoolwork (Tang and Fu, 2008). This will go a long way in improving schoolwork among the students at the primary level.
The basic concept ofchild-centred teaching is that children’s physical, psychological and cognitive development should be placed at the centre of education (Doddington and Hilton, 2007). It is argued that,due to increasing anxiety about academic performance child-centred education has been replaced by teacher-centred education, which emphasises the authority of the teacher and ignores the learner’s individual ...Show more