英文摘要 |
This paper explores the teaching strategies of teachers' self-evaluation of classical Chinese texts reading under the PISA 2018 reading literacy framework. The research topic is teachers' teaching self-efficacy, including teaching methods and teaching evaluation in evaluating classical Chinese texts reading. The content of the questionnaire draws on the 'understanding', 'using', 'evaluating', 'reflecting', and 'engaging' of PISA 2018 reading literacy. The study invited Chinese teachers in Hong Kong secondary schools who have been undergoing teacher training (Group 1) and teaching for more than 10 years (Group 2) to investigate their self-evaluation of the teaching methods and effectiveness of classical Chinese texts. The two groups successfully recovered 10 and 7 questionnaires, respectively. The results showed that the overall average of the Group 1 was slightly higher than that of Group 2 by 0.2, reflecting the difference between teaching years (M = 2.95 for Group 1; M = 20.14 for Group 2) and teaching behaviour. Teachers in the two groups had higher teaching self-efficacy in 'understanding' and the most significant difference in the mean value of 'reflecting'. In the process of teaching self-efficacy, there are deficiencies in the aspects of 'using', 'evaluating', and 'reflecting'. Group 1 has less past teaching experience for comparison and has higher teaching self-efficacy. Group 2 made judgments based on past teaching experience and personal observations and had lower teaching self-efficacy. In the teaching self-evaluation process, the teaching evaluation of the two groups revolves around 'understanding', 'using' and 'understanding' and 'evaluating', respectively, but neither includes 'reflecting' and 'engaging'. Teachers in the two groups value 'understanding', but they choose 'using' and 'evaluating' respectively when guiding students to connect texts with daily life, reflecting that teachers will use different teaching strategies according to the learning stage, students' learning needs and abilities. Finally, comprehensively sort out the conclusions and put forward suggestions. Teachers use 'reflecting' to improve the teaching strategies of classical Chinese texts and set different paradigm teaching strategies with dialogue and communication strategies in the concept of comprehension monitoring. |