Abstract
Background: There is a call for learner-centred approach in the new Chinese Language Curriculum of Hong Kong, teachers are advised not to overuse didactic strategy.
Aims: This study serves two aims: (1) To examine teachers’ teaching beliefs, teaching approaches, and their relationship. (2) Do teachers’ teaching beliefs and their teaching approaches meet the requirement of the new Chinese Language curriculum reform?
Sample: Six secondary Chinese teachers were invited to be informants.
Method: Data were collected through semi-structured interviews, classroom observations and document analysis.
Results: This study found that the major concern of teachers with transmission view was to interpret prescribed texts in length; they were unlikely to arrange group activities. For teachers with heuristics view, they believed that integrating reading, writing, listening and speaking were desirable in learning. Apart from delivering lectures to students, they organized a variety of activities to facilitate students’ learning.
Conclusion: The results of this study have important implications to curriculum design and implementation. It is suggested that teacher education of conceptual change should be developed.
| Keywords: | teachers’ beliefs; teaching approach; curriculum change |
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