In 2004,Guangzhou Education Bureau introduced an English oral test into its existing Guangzhou Senior Secondary School Entrance Examination(hereafter,SSSEE)with the intention of shifting from grammar-based English tea...In 2004,Guangzhou Education Bureau introduced an English oral test into its existing Guangzhou Senior Secondary School Entrance Examination(hereafter,SSSEE)with the intention of shifting from grammar-based English teaching at junior secondary school to a communication-based teaching approach.This paper presents preliminary research findings related to the washback effects of the oral test on teaching.The data were collected via focus groups and questionnaires.The nature of the washback effects of the SSSEE English oral test is discussed from six dimensions.The study shows that washback is a complex phenomenon and it can be conceptualised via a multidimensional model.展开更多
China is undergoing an education reform that calls for a change from a rigid,fixed curriculum and didactic pedagogy to a more flexible,school-based curriculum and more inquiry-based pedagogy.This study investigated th...China is undergoing an education reform that calls for a change from a rigid,fixed curriculum and didactic pedagogy to a more flexible,school-based curriculum and more inquiry-based pedagogy.This study investigated the extent to which Chinese middle and high school teachers(a)endorse an inquiry-based approach and underlying learning principles,(b)practice this mode of teaching,and(c)believe that the approach is practically viable in the current educational contexts in China.A structured survey was developed to solicit Chinese teachers’responses to the above three issues.A total of 582 valid responses were collected,representing middle and high schools in different geographic locations.The results show that Chinese teachers are receptive to inquiry-based pedagogy but find practical constraints in fully implementing it.Several cultural and pragmatic reasons are explored.Policy implications are discussed with respect to teacher education/development,capacity building for the new pedagogy,and teaching/evaluation alignment.Finally cultural issues are discussed regarding using inquiry-based learning to enhance critical thinking and nurture independent thinkers.展开更多
文摘In 2004,Guangzhou Education Bureau introduced an English oral test into its existing Guangzhou Senior Secondary School Entrance Examination(hereafter,SSSEE)with the intention of shifting from grammar-based English teaching at junior secondary school to a communication-based teaching approach.This paper presents preliminary research findings related to the washback effects of the oral test on teaching.The data were collected via focus groups and questionnaires.The nature of the washback effects of the SSSEE English oral test is discussed from six dimensions.The study shows that washback is a complex phenomenon and it can be conceptualised via a multidimensional model.
基金supported by a Fulbright research grant from the US State Department to the first author during 2008-2009The opinions expressed in the article do not necessarily reflect the position of the US government.
文摘China is undergoing an education reform that calls for a change from a rigid,fixed curriculum and didactic pedagogy to a more flexible,school-based curriculum and more inquiry-based pedagogy.This study investigated the extent to which Chinese middle and high school teachers(a)endorse an inquiry-based approach and underlying learning principles,(b)practice this mode of teaching,and(c)believe that the approach is practically viable in the current educational contexts in China.A structured survey was developed to solicit Chinese teachers’responses to the above three issues.A total of 582 valid responses were collected,representing middle and high schools in different geographic locations.The results show that Chinese teachers are receptive to inquiry-based pedagogy but find practical constraints in fully implementing it.Several cultural and pragmatic reasons are explored.Policy implications are discussed with respect to teacher education/development,capacity building for the new pedagogy,and teaching/evaluation alignment.Finally cultural issues are discussed regarding using inquiry-based learning to enhance critical thinking and nurture independent thinkers.
