Inspired by the author's observations of the language curriculum as a practicing teacher for 20 years, this book addresses how the high school Chinese language and literacy (Yuwen) curriculum in China was controlled and directed in the post-Mao era.
Inspired by the author's observations of the language curriculum as a practicing teacher for 20 years, this book addresses how the high school Chinese language and literacy (Yuwen) curriculum in China was controlled and directed in the post-Mao era.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Min Tao, PhD, teaches Chinese language and culture at the University of Sydney. His research interests include social context of language education, Chinese language curriculum and contemporary Chinese narratology. He has served as a lecturer and coordinator of the Chinese program at the University of Wollongong (2009-2015) and as an associate lecturer at the University of Tasmania (2004-2007). Before he moved to Australia, Min worked as a lecturer in teaching Chinese as a foreign language at Nanjing Normal University in China.
Inhaltsangabe
Acknowledgement Chapter 1: Introduction Chapter 2: Social Approaches of Literacy Studies and Language and Literacy Curriculum Studies: Western Perspectives and Disputes Chapter 3: Ideological Control and Subject Autonomy: Major Debates on Yuwen Education in China after 1949 Chapter 4: Scope and Methods Chapter 5: From Mao's literate subjects to high Suzhi (quality) literate citizens: High school Yuwen syllabuses in the post-Mao era (1978-2003) Chapter 6: Whose Texts and what Texts: Findings from Textbook Analysis Chapter 7: Yuwen Teachers' Perceptions of and Reactions to the Curriculum Changes Chapter 8: Discussion and Conclusion: Text and Power Conclusion: Text and power BIBLIOGRAPHY Appendix 1: Ethical Approval by Human Research Ethics Committee (USYD) Appendix 2: Interview questions Appendix 3: Letter circular Index
Acknowledgement Chapter 1: Introduction Chapter 2: Social Approaches of Literacy Studies and Language and Literacy Curriculum Studies: Western Perspectives and Disputes Chapter 3: Ideological Control and Subject Autonomy: Major Debates on Yuwen Education in China after 1949 Chapter 4: Scope and Methods Chapter 5: From Mao's literate subjects to high Suzhi (quality) literate citizens: High school Yuwen syllabuses in the post-Mao era (1978-2003) Chapter 6: Whose Texts and what Texts: Findings from Textbook Analysis Chapter 7: Yuwen Teachers' Perceptions of and Reactions to the Curriculum Changes Chapter 8: Discussion and Conclusion: Text and Power Conclusion: Text and power BIBLIOGRAPHY Appendix 1: Ethical Approval by Human Research Ethics Committee (USYD) Appendix 2: Interview questions Appendix 3: Letter circular Index
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