Program evaluation of the primary Chinese language education in International Baccalaureate (IB) bilingual program : a case study of an international school in Singapore = IB國際學校雙語部小學中文課程評估 : 新加坡的國際學校案例

Abstract

With the development of the global economy, Chinese-English bilingual program has flourished world widely. More and more international schools have launched bilingual courses. Due to differences in student backgrounds and teaching curricula the models and goals of bilingual education are diverse. Nowadays, the IB international curriculum is favored by many parents and students, and its educational philosophy is also different from traditional education. Such as the PYP primary school emphasizes trans-disciplinary learning, and language learning is also conducted in an exploratory manner. How to run bilingual courses under the framework of IBPYP is also the direction of exploration and research in many schools. The research method of this essay is embodied in three levels: First, it's a case study. Second, it's a program evaluation. Third, the CIPP evaluation framework. Moreover, there are six methods used when collecting data, which include literature review, Delphi research method, secondary data analysis method, interview, questionnaire survey, and classroom observation. From an overall point of view, this essay is designed according to the path of finding problems, analyzing problems and solving problems, and is carried out with research questions as the main line, so that readers have a clearer understanding of the Chinese curriculum of IB international school's bilingual program and how to use CIPP model for evaluation and analysis of the existing problems in curriculum development. The main focus of the research is the in-depth discussion on the two major aspects of "Crisscross" and "Trinity" of the primary Chinese education in the bilingual program of the IB International School, and also work out with the constructive suggestions. The contribution of this research is that it not only analyzes the implementation of the primary Chinese curriculum in the Bilingual program of IB International School, but also uses the CIPP model for evaluation and analysis, and finally provides a detailed operation plan, which also lays an important practice for this research value. However, it is impossible for any research to be comprehensive, and this research has some limitations, but it has been supplemented from other aspects, so it does not affect the nature of the entire research. In the research outlook, I also hope to do further research from the construction of the CIPP model, and construct a more detailed and rigorous one that conforms to the evaluation indicators of the bilingual primary program in the IB International School. In addition, from the perspective of major research directions, the further development of the Chinese curriculum in the IB international school will also be a very meaningful research topic.

隨著全球經濟的發展，中英雙語課程也蓬勃發展起來，越來越多的國際學校開展 了雙語課程。當今，IB 國際課程受到眾多家長和學生的青睞，其教育理念也與傳統教 育有所區別，其中PYP 小學階段強調超學科的學習，對於語言的學習，也以探究的方 式進行。如何在IBPYP 的框架下運行雙語課程也是目前很多學校探索和發展的方向。 本研究主要分為七個章節，第一章主要是從研究背景、研究問題、研究意義三個 部分入手，介紹了本研究的基本情況，從背景上面做了概述。第二章是文獻綜述，通 過文獻回顧的方法把本研究中涉及的概念做了梳理。第三章是研究方法與流程，在這 一章主要介紹了研究的目標，研究內容、研究對象、研究的方法，研究的流程，研究 中可能遇到的問題，以及如何解決等方面進行了介紹。第四章主要基於CIPP 評估模式 的構建入手，介紹了如何用專家調查法，確定研究中的子指標、分指標。第五章是講 雙語部中文課程在CIPP 模式下的評價，根據教師、家長問卷調查的數據從背景評價、 輸入評價、過程評價和成果評價四個方面進行分析和闡述。第六章是針對IB 國際學校 雙語部中文課程發展中存在問題的討論和建議。第七章是結語。這一章從研究的結論、 創新點、局限性、以及對未來研究的展望等方面進行分析，為本研究畫上了重要的句 號。 本研究的貢獻在於，第一次將CIPP 模型評價框架運用到IB 國際學校背景下的雙 語部小學中文課程上面，其中評價指標的確定也具有一定的參考價值。另外，本文不 但分析了IB 國際學校雙語部小學中文課程的實施情況，而且還給出了詳細的運行方案， 這將為本研究奠定了重要的實踐價值。