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a study of Marton et al. (1996) on learning conceptions of Chinese teacher-educators, and to what extent does memorization features in those conceptions. Marton et al. (1996) found that these people do not identify memorizing and understanding as opposite poles, which are often found among Western students, but as phenomena that are closely interwoven. One possible explanation is that many Chinese students are able to combine the processes of memorizing and understanding in a way that Western students rarely do (Marton et al., 1996). These Chinese students can distinguish between two types of memorization approach: mechanical, such as rote learning, and memorizing with understanding. Most high achieving Chinese students and teacher-educators promote the latter but reject the former approach. Therefore, such students are able to reproduce the exact answers if that is what is required; also, they are capable of demonstrating their comprehension if it is needed (Dahlin & Watkins, 2000).

According to Marton et al. (1996), memorization with understanding has two categories: the first one,'memorizing what is understood', a strategy used particularly for examination purpose. It is not specific to CHC students, but widely used among students everywhere. The second category is called 'understanding through memorizing', which is more problematic. It can develop two meanings: on one hand, it can mean that understanding creates during the action of memorizing itself, which is simply saying that only one dimension to learning is memorizing continuously then leading to understanding. On the other hand, it can also mean that memorizing is a route to understanding (Hess & Azuma, 1991, cited in Biggs & Watkins, 1996). The findings among Japanese students indicate that the act of memorizing through repetition does not create understanding directly, but still is a useful precondition for it (Dahlin & Watkins, 2000).

The paradox of the Asian learner is also discussed by Kember (1996, cited in Dahlin & Watkins, 2000). According to Kember the solution to the paradox would be a learning approach described as the intention to both memorize and understand through repetition. This kind of approach seems to be rather common among Hong Kong Chinese students through the study done by Kember. It has not been identified and recognized in the West before. To be more specific, the traditional Asian practice of repetition can have different purposes. On one hand, repetition can be related to create a deep impression on the mind, and therefore with memorization. On the other hand, repetition can be used to deepen or develop understanding by discovering new meaning. If repetition is understood in both these ways, the paradox of the Asian learner is solved (Martion et al., 1996; Dahlin & Watkins, 2000).

结论——Conclusion

The term of approach to learning was considered by Marton and Saljo (1976) as a specific reaction to the context of the task and the content within which it was experienced. However, it also has been used to indicate a more consistent or even typical way of studying across contexts with similar demands. Future research and theory development should be directed at a further integration of the various conceptualizations in the field of student learning in higher education.

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