An Interdisciplinary Teaching Model for Non-Chinese Speaking Students Learning Chinese History: A Case in Hong Kong Secondary School

Karen Cheung

An Interdisciplinary Teaching Model for Non-Chinese Speaking Students Learning Chinese History: A Case in Hong Kong Secondary School

Karen Cheung^*

^*Corresponding author for this work

School of Continuing Education

Research output: Contribution to conference › Conference paper › peer-review

Abstract

The Hong Kong Education Bureau (EDB) confirmed in 2017 that Chinese History became an independent core subject in the junior secondary curriculum. Non-Chinese speaking (NCS) students can also gain a deeper understanding of Chinese History and culture by studying Chinese History. The purpose of this study is to investigate how frontline teachers can use Genre pedagogy with an interdisciplinary teaching model to enhance NCS students' motivation in learning Chinese History and deepen their understanding of history concepts.

The research team worked with the teachers to design the teaching materials and learning activities in a Hong Kong secondary school, then investigated the students perception about the pedagogy by questionnaire, conducted interview with the teacher, and evaluated and reflected on the whole design of Genre pedagogy in CSL Chinese History classroom. 80 NCS secondary school students (N = 80) at an average age of 14 years were participated in this study.

According to the teachers' feedback and the findings of the study, Genre pedagogy with an interdisciplinary teaching model in Chinese History classroom has positive effects on NCS students' learning in Chinese History. Both pedagogical and theoretical implication on the design of Genre Pedagogy in CSL Chinese History lesson are discussed at the end of this paper.

Original language	English
Publication status	Published - 10 Dec 2023
Event	HKERA-APERA International Conference 2023 = 香港教育研究學會暨亞太教育研究學會2023 國際會議 - The Chinese University of Hong Kong, Hong Kong, Hong Kong, China Duration: 8 Dec 2023 → 10 Dec 2023 https://apera2023.hkera.org/2023/en/about.asp (Conference Website) https://apera2023.hkera.org/2023/document/HKERA-APERA_Book%20of%20Abstracts.pdf (Conference Abstract Book)

Conference

Conference	HKERA-APERA International Conference 2023 = 香港教育研究學會暨亞太教育研究學會2023 國際會議
Country/Territory	Hong Kong, China
City	Hong Kong
Period	8/12/23 → 10/12/23
Internet address	https://apera2023.hkera.org/2023/en/about.asp (Conference Website) https://apera2023.hkera.org/2023/document/HKERA-APERA_Book%20of%20Abstracts.pdf (Conference Abstract Book)

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education

Cite this

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title = "An Interdisciplinary Teaching Model for Non-Chinese Speaking Students Learning Chinese History: A Case in Hong Kong Secondary School",

abstract = "The Hong Kong Education Bureau (EDB) confirmed in 2017 that Chinese History became an independent core subject in the junior secondary curriculum. Non-Chinese speaking (NCS) students can also gain a deeper understanding of Chinese History and culture by studying Chinese History. The purpose of this study is to investigate how frontline teachers can use Genre pedagogy with an interdisciplinary teaching model to enhance NCS students' motivation in learning Chinese History and deepen their understanding of history concepts. The research team worked with the teachers to design the teaching materials and learning activities in a Hong Kong secondary school, then investigated the students perception about the pedagogy by questionnaire, conducted interview with the teacher, and evaluated and reflected on the whole design of Genre pedagogy in CSL Chinese History classroom. 80 NCS secondary school students (N = 80) at an average age of 14 years were participated in this study. According to the teachers' feedback and the findings of the study, Genre pedagogy with an interdisciplinary teaching model in Chinese History classroom has positive effects on NCS students' learning in Chinese History. Both pedagogical and theoretical implication on the design of Genre Pedagogy in CSL Chinese History lesson are discussed at the end of this paper. ",

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language = "English",

note = "HKERA-APERA International Conference 2023 = 香港教育研究學會暨亞太教育研究學會2023 國際會議 ; Conference date: 08-12-2023 Through 10-12-2023",

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An Interdisciplinary Teaching Model for Non-Chinese Speaking Students Learning Chinese History: A Case in Hong Kong Secondary School. / Cheung, Karen.
2023. Paper presented at HKERA-APERA International Conference 2023 = 香港教育研究學會暨亞太教育研究學會2023 國際會議, Hong Kong, Hong Kong, China.

Research output: Contribution to conference › Conference paper › peer-review

TY - CONF

T1 - An Interdisciplinary Teaching Model for Non-Chinese Speaking Students Learning Chinese History

T2 - HKERA-APERA International Conference 2023 = 香港教育研究學會暨亞太教育研究學會2023 國際會議

AU - Cheung, Karen

PY - 2023/12/10

Y1 - 2023/12/10

N2 - The Hong Kong Education Bureau (EDB) confirmed in 2017 that Chinese History became an independent core subject in the junior secondary curriculum. Non-Chinese speaking (NCS) students can also gain a deeper understanding of Chinese History and culture by studying Chinese History. The purpose of this study is to investigate how frontline teachers can use Genre pedagogy with an interdisciplinary teaching model to enhance NCS students' motivation in learning Chinese History and deepen their understanding of history concepts. The research team worked with the teachers to design the teaching materials and learning activities in a Hong Kong secondary school, then investigated the students perception about the pedagogy by questionnaire, conducted interview with the teacher, and evaluated and reflected on the whole design of Genre pedagogy in CSL Chinese History classroom. 80 NCS secondary school students (N = 80) at an average age of 14 years were participated in this study. According to the teachers' feedback and the findings of the study, Genre pedagogy with an interdisciplinary teaching model in Chinese History classroom has positive effects on NCS students' learning in Chinese History. Both pedagogical and theoretical implication on the design of Genre Pedagogy in CSL Chinese History lesson are discussed at the end of this paper.

AB - The Hong Kong Education Bureau (EDB) confirmed in 2017 that Chinese History became an independent core subject in the junior secondary curriculum. Non-Chinese speaking (NCS) students can also gain a deeper understanding of Chinese History and culture by studying Chinese History. The purpose of this study is to investigate how frontline teachers can use Genre pedagogy with an interdisciplinary teaching model to enhance NCS students' motivation in learning Chinese History and deepen their understanding of history concepts. The research team worked with the teachers to design the teaching materials and learning activities in a Hong Kong secondary school, then investigated the students perception about the pedagogy by questionnaire, conducted interview with the teacher, and evaluated and reflected on the whole design of Genre pedagogy in CSL Chinese History classroom. 80 NCS secondary school students (N = 80) at an average age of 14 years were participated in this study. According to the teachers' feedback and the findings of the study, Genre pedagogy with an interdisciplinary teaching model in Chinese History classroom has positive effects on NCS students' learning in Chinese History. Both pedagogical and theoretical implication on the design of Genre Pedagogy in CSL Chinese History lesson are discussed at the end of this paper.

M3 - Conference paper

Y2 - 8 December 2023 through 10 December 2023

ER -

An Interdisciplinary Teaching Model for Non-Chinese Speaking Students Learning Chinese History: A Case in Hong Kong Secondary School

Abstract

Conference

UN SDGs

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Cite this