Instructional design and implementation of gender-based courses in CSL for intermediate-high level learners

• Main Authors: Chen, Yi, 陳毅
• Other Authors: Shu, Zhao-Min
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/7wa7c2

碩士 === 國立政治大學 === 華語文教學碩博士學位學程 === 106 === This study aims to incorporate “gender issues” into intermediate-high Chinese language class and to develop systematic instructional design for “gender-based Chinese discussion course.” The research methods used in the study include document analysis, survey research, observation, and action research. The study at first reviewed the previous relevant studies from three aspects: first, the relationship between gender issues and language education; second, intermediate-high level discussion course; third, instructional design integrated with gender issues. The instructional design was developed and implemented based on the results of the literature review. After the implementation, the study analyzed the data collected from the research tools used during the entire research, then concluding the final result of the research. According to the analysis, this paper reached its final conclusions with regard to the gender-based Chinese discussion course from three aspects. First, in terms of language proficiency, the course in general improved the five learners’ speaking and listening skills. Second, when it comes to “thinking on gender issues”, the course can indeed train the students’ ability to think about gender issues, but their original values almost remain unchanged after the course. As for the instructional design, the study found the merits and demerits of the instructional implementation and offered some suggestions to make it better. Eventually, the study concluded several teaching principles for the gender-based Chinese discussion course.