기관회원 [로그인]
소속기관에서 받은 아이디, 비밀번호를 입력해 주세요.
개인회원 [로그인]

비회원 구매시 입력하신 핸드폰번호를 입력해 주세요.
본인 인증 후 구매내역을 확인하실 수 있습니다.

회원가입
서지반출
Teaching Chinese Literacy in the Early Years: A Comparison of L1 and L2 Preschool Classrooms in Shenzhen and Singapore
[STEP1]서지반출 형식 선택
파일형식
@
서지도구
SNS
기타
[STEP2]서지반출 정보 선택
  • 제목
  • URL
돌아가기
확인
취소
  • Teaching Chinese Literacy in the Early Years: A Comparison of L1 and L2 Preschool Classrooms in Shenzhen and Singapore
  • Teaching Chinese Literacy in the Early Years: A Comparison of L1 and L2 Preschool Classrooms in Shenzhen and Singapore
저자명
Hui Li
간행물명
Asia-Pacific journal of research in early childhood educationKCI
권/호정보
2013년|7권 3호(통권14호)|pp.19-43 (25 pages)
발행정보
환태평양유아교육연구학회|한국
파일정보
정기간행물|ENG| 이미지(0.24MB)
주제분야
유아교육학
원문 미리보기는 1페이지만 제공 됩니다. 전체 페이지 보기를 원하실 경우 다운로드열람하기를 이용해 주세요.
서지반출

영문초록

This study aims to understand the similarities and differences in early Chinese literacy pedagogies between L1 Shenzhen and L2 Singapore preschools. Twelve classes were observed for a total of 180 hours, and the 12 Chinese teachers were surveyed and interviewed about the beliefs underpinning their teaching of literacy. A similar pattern of Chinese literacy pedagogy was shared by L1 and L2 classrooms, with whole class direct instruction/interaction being the dominant mode. A belief-practice gap was found: Although the teachers believed in balanced approaches to teaching Chinese literacy, they predominantly engaged in traditional, instructional practice. In L2 Singapore classrooms, traditional Chinese literacy pedagogies were tempered by more Western ideas. The common difficulties encountered in L1 literacy classrooms were different from those found in L2 classrooms, and most of the L1 and L2 difficulties were associated with the language and education policies. The sociocontextual, psycholinguistic and pedagogical accounts and the educational implications of these findings are also discussed.

목차

Methodology
Results
Discussion
Acknowledgement
References

구매하기 (5,400)
추천 연관논문