Developing a Mandarin Remedial Teaching Program for Disadvantaged Students in a Primary School: Culturally Responsive Teaching Approach

• Main Authors: KUNG YUAN-FENG, 龔元鳳
• Other Authors: CHEN PO-CHANG
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/z684mk

博士 === 國立臺南大學 === 教育學系課程與教學碩博士班 === 105 === The purpose of this study was to develop and implement a Mandarin remedial teaching program for disadvantaged second graders in a primary school. Differing from the mainstream culture remedial programs, the program developed from this study was guided by critical pedagogy, and adopted the praxis perspectives of “multicultural social justice education approach”. This study applied multicultural education literature to analyze an ideal Mandarin remedial teaching program, observing the remedial class teaching and learning processes to understand the problems of curriculum implementation. It focused on “a Mandarin remedial teaching program with multicultural perspectives”, allowing for the design of learning activities and intervention guided by the “culturally responsive teaching” method, to help improve disadvantaged students’ Mandarin abilities on literacy, vocabulary and reading comprehension. This study applied action research to a public school in Tainan City for one year. The research process composed of three periods and a four steps cycling process. The program developed by this study was named the "Lighting Up Program". This study used test, observation, interview and document analysis to collect data. The following results were emerged from this study: 1.The "Lighting Up Program" which was applying the culturally responsive approach was satisfied the needs for the disadvantaged students. It explored the reasons why disadvantaged students’ academic achievements were often left behind other pupils’ from the view of culture differences and social justice. The program emphasized the overall quality and the quantity, instead of the “bits” curriculum or the “scaling down” curriculum, the strategies of introducing a repair system, the relaxing of the pacing rules, the reduction of either the quantity or the quality of the contents. It changed students’ social integration through cooperative learning groups, helped them to learn reading and writing skills and rules effectively by the form of “code-shifting”. In order to resolve the dilemma of the dual weakness both teachers and students, it not only adopted a series of dialogues between pupils and teachers, but also provided a variety of challenging story books. This program implemented the dynamic cycle of diagnostic assessment, by taking the consideration of students' cultural background and strengths as the basis for learning. 2.After implementing the "Lighting Up Program", seven disadvantaged students in the remedial class made significant improvement in their Mandarin abilities on literacy, vocabulary and reading comprehension. In addition, the students’ learning motivations,, cooperative learning skills, cultural sensitivity were improved. Based on the results, this study provids several suggestions for the researchers and educators who are involving Mandarin remedial teaching programs.