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A Modularized Teaching Design for Distance Teaching and Assisted Chinese Video Learning Website: The Case of Chinese Pop Songs
Assisted Chinese Learning Platform
Teaching Chinese Songs
This study explores a modularized teaching design of Chinese songs conducted via the video conferencing system (AdobeConnect) using materials provided on the self-access Chinese learning platform-ChineseVid. A 15-hour-teaching-experiment was carried out involving 7 student-teachers from the Department of Teaching Chinese as a Second Language of National Taiwan Normal University and 10 students from the Chinese class of National University of Singapore. Learners first watched selected clips of the songs online via ChineseVid and then interacted with online teachers, one-on-one, for further practice and knowledge. A reproducible teaching template was given to the online teachers as the teaching material. Revisions of the teaching material were then made by the teachers to meet individualized goals of the students. The assessment for teaching performance in this study also made great contributions to teacher education. This experiment was carried out through action research. All processes during the design and implementation phases were recorded in detail. Data collected were reviews of recorded online classes, teacher/student surveys and interviews. Overall, one-on-one modularized teaching was well received by students and improvements in vocabulary, grammar, and spoken Chinese were found after the interaction. Online teachers were also provided with opportunities for self-reflection and learning from peers. Findings of the experiment further suggest that further improvement could be made to the design and implementation of the model of the modularized teaching: 1) Willingness of participation of both students and teachers should be enhanced. 2) Teachers and students should collaborate before the course in order to establish the learning goals, clarify learning needs and determine learning materials. 3) The work needed to create the teaching material online should be divided according to different teachers’ specialization while maintaining connections between all segments of the teaching material production process. 4) To enhance the impact of modularized teaching in teacher training, the assessment of teaching performance should be based on the achievement of learning goals as determined by the learners and teachers. Such an assessment could be carried out by self-evaluation, peer evaluation, survey of student feedback.
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