中一級中文科新課程課程決定的個案研究

中一級中文科新課程課程決定的個案研究

Case studies on curriculum decision-making in secondary 1 in the junior secondary school new Chinese language curriculum

• 高慕蓮 香港中文大學

2008

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GA Chinese Language
    • GAA Teaching Objectives, Curriculum & Evaluation

Chinese Language -- Study and Teaching (Secondary) -- Hong Kong -- Case Studies Curriculum Planning -- Hong Kong -- Decision-Making -- Case Studies Teacher Participation in Curriculum Planning -- Hong Kong -- Case Studies

• Hong Kong

• 1997.7 onwards

• Secondary Education

The New Edition of the Chinese Language Curriculum was introduced in all secondary schools in September 2002 Major features of the reform cultivate the migration from a single model passage to a more holistic teaching unit, teaching focus has switched from just reading and writing to comprehensive aspects of speaking, reading, listening and writing While the role of a teacher has shifted from dominating to facilitating, the role of the students has shifted from a passive receptor to an active learner The aim of language teaching has changed from imparting language knowledge to cultivating generic skills As a whole, the New Edition of the Chinese Language Curriculum has extended the work scope of the teachers in their curriculum and teaching decision making For instance, they are able to adjust the course books according to the circumstances of the school Adjusting the course books or developing school specific teaching resources is a complicated task which requires co-operation and creative input of the teachers With this in mind, some schools have started the reform of the Chinese Language subject by allocating a common planning period, making room for the teachers to increase their opportunities in curriculum input and decision making The present research started in the second year after the introduction of the New Edition of the Chinese Language Curriculum By applying qualitative research methods, five schools were chosen as case studies, with the teachers of Secondary One as research target, to explore the state of teachers' participation in the curriculum decision making, to understand how the curriculum decisions were made within a subject team, and to investigate the factors influencing the decision making The data was collected via interviews, participatory observations and document analysis
The study reveals that at present, schools have not carried out any restructuring because of individual subject reforms The common planning period in certain schools is merely the subject policy, not a unified policy in the school While it has contributed to the significant opportunity for teachers to participate in curriculum decision making, the policy cannot guarantee the quality of the decisions There are a few fundamental issues which determine whether a curriculum decision making can be developed to a profound and extensive degree The teachers must be well prepared for the new curriculum by having participated in the pilot program organized by the Education and Manpower Bureau at the time; the subject team must use the common planning period effectively by developing a work routine, and by distributing responsibilities among teachers in the team to make sure that they are engaged and able to contribute; the subject teaching attribution should focus on and reflect the needs of the students as well as the implementation of changes in the curriculum to improve teaching; and lastly, in addition to providing teachers with a common planning period, the school also needs to allocate more resources in the theme of policy making, such as flexible timetables and on-going professional development opportunities If these factors are missing in the academic subject, teachers will rely heavily on course books and when dealing with curriculum content decision making, they will seldom consider other elements, such as teaching methodology and teaching activities, in a curriculum
The study has concluded six points (1) Sparing a common planning period by schools cannot guarantee the quality of curriculum decision making (2) Teachers' degree of understanding towards the curriculum affects their decision making on curriculum content (3) Teachers' viewpoints on course books will affect their decision making on curriculum content too (4) The sense of co-operation determines the degree of contribution and involvement by the teacher in the curriculum decision making (5) The leadership and co-ordination of a panel chairperson is crucial to cultivate a harmonious working relationship between team members (6) The factors affecting a school are inter-related
Recommendations have been given in the areas of teachers, the subject and the school according to the data collected in the study Teachers need to change their attitude towards the use of course books, otherwise, a comprehensive degree (ie, breadth and depth) of curriculum decision making is hard to be developed The subject team should utilize the common planning period more effectively by designating targets and developing a work routine It is also crucial to establish a harmonious working relationship within the team while the panel chairperson is required to lead a professional role Teachers' professional developments should go hand-in-hand with curriculum development and more efforts should be focused on integrating scattered strengths into the team At school level, more support should be given to curriculum decision making policy and its culture Moreover, more professional development opportunities should be provided (Abstract shortened by UMI)

PhD

Chinese University of Hong Kong

• Chinese

Dissertation Theses

https://bibliography.lib.eduhk.hk/bibs/ff3c3e26

2013-10-24