Concerns of secondary school teachers about reforming Chinese language instruction with the use of a comprehension process model of reading in Hong Kong

Concerns of secondary school teachers about reforming Chinese language instruction with the use of a comprehension process model of reading in Hong Kong

• Zhu, Xinhua The Hong Kong Polytechnic University
• Liao, Xian The Hong Kong Polytechnic University
• Deng, Meng Beijing Normal University

L1-Educational Studies in Language and Literature, 16, 1-17, 2016

Springer Netherlands

2016

• G 課程與教學:個別教學範疇
  • GA 中文
• M 教師與教師教育
  • MA 教師之專業教育
• M 教師與教師教育
  • MG 教育工作人員之身份認同、態度與意見

Chinese Language Teaching Comprehension Process Model (CPM) Secondary School SoC Profile Teachers' concern

• Hong Kong

• 1997.7 onwards

• 中學教育

Students' progress in reading comprehension is a crucial goal in language education, and teaching comprehension processes to students is considered to be one of the most effective approaches to improving students' reading ability. To facilitate teachers' use of the Comprehension Process Model (CPM), it is necessary to identify teachers' stages of concerns about using the model, which has not been investigated systematically in language teaching. This study investigated Hong Kong (HK) Chinese-language teachers' concerns about using the CPM in their teaching of reading in secondary schools. The Stages of Concern Questionnaire (SoCQ) was administered and 347 completed questionnaires were suitable for analysis. The study has found that teachers demonstrated a profile with multiple peaks, which shows highest concerns at the collaboration and informational stages in the Stages of Concern (SoC) model. The result implies that teachers realize that they need to learn more about the CPM and to enhance collaboration with their colleagues to implement it effectively. Teachers' concerns varied according to demographic factors including training on the CPM, years of using the CPM, years of teaching expe-rience, and richness of experience in using the CPM. Implications for developing more effective professional development interventions for Chinese-language teachers are also discussed. Copyright © 2016 International Association for Research in L1 Education.

• 英文

期刊論文

• 15676617

• 10.17239/L1ESLL-2016.16.01.06

https://bibliography.lib.eduhk.hk/tc/bibs/6cde5ac8

2018-08-08