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Improving the Quality of 'Using Putonghua to Teach Chinese Language' through Collaborative Action Research on School-based Curriculum Evaluation.

机译:通过校本课程评估的合作行动研究,提高“用普通话进行汉语教学”的质量。

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摘要

In response to the parental and societal demands, more schools have implemented "Using Putonghua to teach Chinese" (UPe) school-based curriculum. As schools have different contextual factors, ensuring the quality of the curriculum becomes a major concern. This study aims to explore the essential elements of an effective UPC school-based curriculum, improve its quality, identify and share the successful experiences and difficulties teachers encountered in the implementation process. Action research and evaluations done collaboratively with teachers were conducted to address the four research questions: (1) What are the crucial elements of an effective UPC school-based curriculum? (2) How well is the existing curriculum? (3) How can teachers use the evaluation data to improve quality of the curriculum? (4) What are the key success factors and problems teachers encountered?;The study targeted at 7 Chinese language teachers from 2 secondary schools. An evaluation framework was first developed, then used to assess the two existing UPC school-based curricula. The researcher also observed and interview the target teachers to understand their views and feelings. Through comparing and contrasting the two school cases, the researcher explored how the degree of teachers' involvement in evaluating the curriculum affected the effectiveness of the outcomes.;With adoption of 15 assessment dimensions and 82 evaluation criteria, the study shows an effective UPC school-based curriculum should measure the intended, the implemented and the learned curriculum. The intended curriculum was found to be the best, followed by the implemented curriculum and the learned curriculum being the worst. The result implied that the objectives of the UPC school-based curriculum were clearly defined but the effectiveness of the learning outcomes fell short of the expectaion. A major problem of the intended curriculum was the lack of resources, thus making the infusion of Putonghua element into the Chinese language lessons and the integration of the two subjects difficult. Different school characteristics were found in the implemented curriculum. The roles of the two media of instruction were clear. However, teachers could not adjust their teaching methodologies and this also complicated the problem of learner diversity. The learning outcomes of the students also differ when the UPC school-based curriculum objectives were set differently in the two schools.;The evidence collected showed that the degree of teachers' involvement in evaluating the UPC school-based curriculum has an impact on enhancing the quality of the curriculum. Teachers' involvement could take the form of: (1) observation to increase the awareness and sensitivity of using Putonghua to teach Chinese; (2) reflection to enhance the understanding of using Putonghua to teach Chinese and to improve the effectiveness of teaching and learning; (3) discussion to reach consensus of the missions and objectives set; (4) evaluation to develop teachers' ability in making professional judgments; (5) utilization of the evaluation data to provide feedback to the curriculum. Moreover, the study showed that a systematic framework helps in making reflection and evaluation, effective team work fosters doing of the evaluation that enhances teachers' professional development and optimizes curriculum development. It also helps the school to explore the good school-based curriculum practices. As for the difficulties, teachers found it hard to solve all the teaching and learning problems at once. The lack of relevant knowledge, the extra workload and long working hours add up to put stress on them.;The research findings are constructive to the development of UPC school-based curriculum evaluation criteria. They facilitated regular reviews on the quality assurance, enhanced the overall development, contributed knowledge to the construction of the UPC school-based curriculum and the assessment theory. In practice, the successful experiences of the target teachers served as good reference for other schools.
机译:为响应家长和社会的需求,更多学校实施了“以普通话教汉语”(UPe)校本课程。由于学校有不同的情境因素,因此确保课程质量成为主要问题。这项研究旨在探索有效的UPC校本课程的基本要素,提高其质量,确定并分享在实施过程中教师遇到的成功经验和困难。与教师合作进行了行动研究和评估,以解决四个研究问题:(1)有效的UPC校本课程的关键要素是什么? (2)现有课程的进展情况如何? (3)教师如何使用评估数据来提高课程质量? (4)教师遇到的主要成功因素和问题是什么?该研究针对2所中学的7名汉语教师。首先建立了评估框架,然后将其用于评估两个现有的UPC校本课程。研究人员还观察并采访了目标教师,以了解他们的观点和感受。通过比较和对比这两种学校案例,研究人员探索了教师参与课程评估的程度如何影响结果的有效性。;通过采用15个评估维度和82个评估标准,研究显示了有效的UPC学校-基础课程应衡量预期,实施和学习的课程。预期的课程被认为是最好的,其次是已实施的课程,而所学的课程则是最差的。结果表明,UPC校本课程的目标已明确定义,但学习成果的有效性达不到预期。预期课程的一个主要问题是资源的缺乏,从而使普通话元素渗透到中文课程中,并使这两个科目的整合变得困难。在实施的课程中发现了不同的学校特征。两种教学语言的作用是明确的。然而,教师无法调整他们的教学方法,这也使学习者多样化的问题变得复杂。当两所学校的UPC校本课程目标设定不同时,学生的学习成果也有所不同。;收集的证据表明,教师参与评估UPC校本课程的程度对提高学生的学习效果有影响。课程质量。教师的参与可以采取以下形式:(1)观察以提高使用普通话教汉语的意识和敏感性; (2)反思,以加深对使用普通话进行汉语教学的理解,提高教学效果; (3)讨论以达成设定的任务和目标的共识; (4)评估以发展教师的专业判断能力; (5)利用评估数据为课程提供反馈。此外,研究表明,系统的框架有助于进行反思和评估,有效的团队合作可促进评估工作的开展,从而增强教师的专业发展并优化课程开发。它还可以帮助学校探索良好的校本课程实践。对于困难,教师发现很难立即解决所有教学问题。缺乏相关知识,额外的工作量和漫长的工作时间加重了他们的压力。研究结果对UPC校本课程评估标准的发展具有建设性。他们促进了对质量保证的定期审查,促进了整体发展,为UPC校本课程和评估理论的建设提供了知识。在实践中,目标教师的成功经验为其他学校提供了很好的参考。

著录项

  • 作者

    Choi, Yuk Lin.;

  • 作者单位

    The Chinese University of Hong Kong (Hong Kong).;

  • 授予单位 The Chinese University of Hong Kong (Hong Kong).;
  • 学科 Education Curriculum and Instruction.;Language General.;Education Language and Literature.
  • 学位 Ph.D.
  • 年度 2011
  • 页码 467 p.
  • 总页数 467
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

  • 入库时间 2022-08-17 11:45:33

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