IB Chinese Language Acquisition Teachers’ Cognition in Concept-Based Teaching and Learning

Abstract

<p>Teachers’ perception plays an important role in implementing new pedagogies. However,</p><p>there is no empirical evidence to verify a tool to measure teachers’ perception, including the extent of teachers’ acceptance, understanding, and sustainable learning.</p><p>This study investigated teachers’ perception on the implementation of concept-based teaching and learning by interviewing 18 teachers who teach Chinese as a second language in the International Baccalaureate(IB) context. The findings classified teachers’ perception towards concept-based teaching and learning into three categories, novice, merging and master, and provided detailed descriptors for each category. A major theoretical contribution of this study is that it verified the framework of “The Developing Concept-based Teacher - Understanding Concept-based Curriculum and Instruction” (Erickson & Lanning, 2013) as an instrument with empirical data, thus built a solid foundation for further studies on teachers’ perception. This study also made practical recommendations for concept-based curriculum design and teachers’ professional development.</p>

教師認知對實施新教學法發揮至關重要的作用。然而，至今為止，學界仍未有一個經驗證的教師認知的評量方式，來衡量教師對新教學法的認可程度、理解程度與持續學習的態度。 本研究以香港的國際文憑課程(The International Baccalaureate, IB)中的18位中文二語教師 為對象，進行了深度訪談，探究他們對IB概念教學的認知。研究結果將初級階段、發 展階段與專業階段的教師認知進行了具體的描述，反應了初級階段對概念教學元素的 籠統理解、發展階段的對概念教學過程的較深入理解，以及專業階段的全面理解。本 研究的貢獻在於驗證了Erickson 與Lanning (2013) 的「教師在理解概念教學時的發展階 段」理論框架，為接下來開展更多教師認知的探討奠定基礎。當中也提出對概念課程 的設置、教師專業發展的具體建議。