東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

A Case Study of High School Chinese ...

Tu, Yao.

FindBook

Google Book

Amazon

博客來

A Case Study of High School Chinese as a Foreign Language Blended Program.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A Case Study of High School Chinese as a Foreign Language Blended Program./
作者:	Tu, Yao.
面頁冊數:	273 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.
Contained By:	Dissertation Abstracts International76-11A(E).
標題:	Foreign language education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3713653
ISBN:	9781321902815

A Case Study of High School Chinese as a Foreign Language Blended Program.
Tu, Yao.

A Case Study of High School Chinese as a Foreign Language Blended Program. - 273 p.

Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.

Thesis (Ph.D.)--University of Kansas, 2015.

This qualitative case study investigated a Chinese as a foreign language program composed of three different instructional modes: synchronous instruction with videoconferencing technology, asynchronous instruction with online tutorials, and physically co-located face-to-face instruction. The study adopted Larry Cuban's multi-layered curriculum framework and investigated the four curriculum layers within the blended program: intended curriculum, taught curriculum, learned curriculum, and tested curriculum. This research utilized interviews, observation, and document analysis as the instruments in data collection. The participants consisted of one administrator, eight language teachers, four facilitators and twelve high school students. In addition to teaching site observation, the researcher also traveled to four remote school sites to observe how the curriculum was learned from the students' perspective.

ISBN: 9781321902815Subjects--Topical Terms:

3172512
Foreign language education.

A Case Study of High School Chinese as a Foreign Language Blended Program.
LDR:02747nmm a2200289 4500 001 2078911
005 20161122123357.5
008 170521s2015 ||||||||||||||||| ||eng d
020 $a 9781321902815
035 $a (MiAaPQ)AAI3713653
035 $a AAI3713653
040 $a MiAaPQ $c MiAaPQ
100 1 $a Tu, Yao. $3 3194547
245 1 2 $a A Case Study of High School Chinese as a Foreign Language Blended Program.
300 $a 273 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.
500 $a Adviser: Manuela Gonzalez-Bueno.
502 $a Thesis (Ph.D.)--University of Kansas, 2015.
520 $a This qualitative case study investigated a Chinese as a foreign language program composed of three different instructional modes: synchronous instruction with videoconferencing technology, asynchronous instruction with online tutorials, and physically co-located face-to-face instruction. The study adopted Larry Cuban's multi-layered curriculum framework and investigated the four curriculum layers within the blended program: intended curriculum, taught curriculum, learned curriculum, and tested curriculum. This research utilized interviews, observation, and document analysis as the instruments in data collection. The participants consisted of one administrator, eight language teachers, four facilitators and twelve high school students. In addition to teaching site observation, the researcher also traveled to four remote school sites to observe how the curriculum was learned from the students' perspective.
520 $a The results of the study indicated that although the intended curriculum reveals the administrator's ideal picture of blended learning design and defines what teachers should teach and what students should learn in each instructional delivery mode, the actual implementation process of blended learning is much more complex. The findings of the study showed that language teachers' specific operation of the daily lessons in a blended context and students' actual learning experiences at the remote sites can be influenced by many other variables; these variables lead the intended curriculum into different versions between the classes of the taught curriculum, learned curriculum and tested curriculum. Therefore, technology integration should not only be focused on the design of the external layer of the curriculum (the intended curriculum), but should also be focused on the implementation through the rest of the curriculum layers.
590 $a School code: 0099.
650 4 $a Foreign language education. $3 3172512
650 4 $a Educational technology. $3 517670
690 $a 0444
690 $a 0710
710 2 $a University of Kansas. $b Curriculum and Teaching. $3 1020314
773 0 $t Dissertation Abstracts International $g 76-11A(E).
790 $a 0099
791 $a Ph.D.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3713653