Abstract
Chinese is one of the most important global languages, but at some universities of science and technology, Chinese-language learning is unfortunately not valued by students. According to the results of the Program for International Student Assessment (PISA), organized by the United Nations every three years, although Taiwanese students’ performance in reading improved from 2015 to 2018, many problems remain in the teaching field that lead to a lack of student interest in Chinese-language learning. We attempted to use flipped teaching to intervene in the Chinese-language curriculum at the university of science and technology at which we teach. This methodological process and procedure was used to plan teaching materials, and 36 weeks of teaching with a Chinese-language curriculum were offered to freshman students in one academic year. We then evaluated teaching effectiveness through the pre- and post-tests of students’ language proficiency, obtained feedback from students through school-wide teaching evaluation questions, reviewed the teaching effectiveness of the Chinese-language curriculum for the academic year, and achieved significant improvements in students’ reading skills with regard to language learning.
Highlights
To address the above-mentioned issues related to the teaching of the Chinese language, this study describes the use of a flipped teaching model to intervene in the teaching of a Chinese-language curriculum for freshman students at a university of science and technology and enhance students’ participation in learning through detailed curriculum planning and changes in design and teaching methods
During the 2020 academic year, two classes of students were the research subjects, and approximately 44–47 students participated in each class in the pre- and post-tests of the University and College Students’ Language Literacy Test
By allowing students to participate in the pre- and post-tests of the University and College Students’ Language Literacy Test, teachers can obtain objective feedback on the curriculum design and teaching methods, and students can reflect on their reading ability and learning outcomes from the results of the pre- and post-tests
Summary
Publisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations. The Chinese-language curriculum for freshmen in Taiwan covers two main components of language proficiency, the ability to read and the ability to express oneself, both of which are basic training requirements for students to be able to learn on their own. The Ministry of Education has been promoting the “Basic Language and Multicultural
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