Senior high school of space in China - A study of spatial utilisation in examination-oriented Chinese senior high schools

Abstract

Learning space plays a crucial role in the impact of students study behaviours. Since 1952 Gaokao (the National College Entrance Examination) has been established in China, gradually the building of examination-oriented study environments have been observed. Several studies have documented that examination-centric system and pedagogy are common to see in Chinese senior high school classrooms. However, no known empirical research has focused on exploring relationships between examination-oriented education and learning environment. This thesis addresses a neglected aspect of learning space of Chinese senior high schools, which seeks to understand and explain the role of spatial elements in examination-oriented education context of China. The research is based on the case studies of three Chinese examination-oriented senior high schools. The combined multiple methodological approaches of field research, content analysis and semiotics were used to explore how senior high schools’ learning spaces supporting examination-oriented education in China. The research confirms that the establishment and implementation of study cognition constructions and learning time management in the senior high schools of China have direct linked the examination-oriented students study behaviours and study outcomes. The findings can contribute to a better understanding of learning spaces in Chinese examination-oriented education context. As a result of these investigations, suggestions were identified for future research in the design of learning spaces.