A theoretical framework to enhance constructivist learning reforms in Confucian Heritage Culture classrooms

Constructivist learning practices have recently been chosen as an alternative instruction to the conventional teacher-centered approaches to teaching and learning in Confucian Heritage Culture (CHC) classrooms. However, the top-down management procedures of implementing this instruction has led to various innovation failures. This paper proposes a theoretical framework that is central to Activity Theory to assist reformers to achieve better success. This framework emphasizes that learning should be seen as a factor that has connections with many other factors in a complexity. Therefore, reformers need to address various factors at different implementation levels. It is crucially important that the teachers' and students' voices need to be taken into careful consideration because the play a key role in determining the reformative success.