Using phenomenography to investigate the enacted object of learning in teaching activities: The case of teaching Chinese characters in Hong Kong preschools

Using phenomenography to investigate the enacted object of learning in teaching activities: The case of teaching Chinese characters in Hong Kong preschools

• Lam, Ho Cheong The Hong Kong Institue of Education

Scandinavian Journal of Educational Research, 2016

Routledge

2016

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GA Chinese Language
    • GAD Teaching Methods of Reading Comprehension & Their Outcomes, Vocabulary Teaching

Chinese Characters Early Childhood Education Phenomenography Teaching Activity Word Learning

• Hong Kong

• 1997.7 onwards

• Pre-Primary Education

This study set out to use phenomenography as a theoretical framework to investigate teaching in classrooms, focusing on how the same content is enacted differently in different teaching activities. We observed teaching activities intended to teach children to recognize Chinese characters in preschools and collected data about the delivery of the teaching activities. A total of 3 categories of teaching activities were identified from the data, which correspondingly reflected 3 ways of seeing the recognition of characters: (A) recognition as matching items, (B) recognition as imitating behaviors, and (C) recognition as constructing meanings. Our results were useful for fostering the professional learning of teachers in practical ways as well as holding the potential to further advance the methodology of phenomenography.
[Copyright © 2016 Scandinavian Journal of Educational Research.]

• English

Journal Articles

• 00313831
• 14701170

• 10.1080/00313831.2015.1119728

https://bibliography.lib.eduhk.hk/en/bibs/42ba2c40

2016-04-18