Current Situation and Future Development of Activity Theory in China

Jianzhong Hong · Ning Yang · Lehua Cheng

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Innovative Education and Learning Practices Psychology of Development and Education Social Representations and Identity

Abstract

The cultural-historical activity theory was developed by the Russian psychologist Vygotsky and his colleagues in the 1920s and 1930s. Since then, it has been expanded globally and rapidly, particularly during the past 15 years. However, there has been little interaction between the broader international community and China with respect to the development of the theory and its applications in China, which has taken place along a path of its own. This paper aims to examine this development, focusing on 1) the general situation and background of the research, 2) the basic understanding, theoretical construction and unique features of development; 3) the focal areas in and limitations of the application; and 4) idea evolution in terms of different generation theories. At the end of the paper, emerging trends and future prospects of activity theoretical research in China will be suggested and discussed.

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2001Expansive Learning at Work: Toward an activity theoretical reconceptualization 2014Learning by Expanding 1982Problems of the Development of the Mind 1999Cognition and Communication at WorkCognition and Communication at Work, edited by Engestrom Yrjo Middleton David. New York: Cambridge University Press, 1998.2010Cross-Cultural Research in the Sociohistorical Tradition 2007Actio : an international journal of human activity theory 2004Changing Principles of Communication Between Chinese Managers and Workers

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2016Critical Reflection on the Reception of Vygotsky’s Theory in the International Academic Communities 2020Cultural-Historical Activity Theory Travels to Greece: Actors, Contexts and Politics of Reception and Interpretation

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