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|Title:||English Is Not Math|
Nigel P. Daly
Department of English, NTNU
Since 2001, the MOE has made substantial reforms to Taiwan’s K-12 education system, including the release of Curriculum Guidelines that prescribe content and approaches to teaching. These reforms can be seen in light of international trends of reforming education systems to respond to the forces of globalization and to enable students and national workforces for success in the 21st century knowledge economies. Although the MOE Guidelines echo global trends in their call for English language teaching that is more student-centered and 4-skills performance-oriented, they have had little impact on the teaching in most Taiwanese classrooms. This paper attributes the failure of the MOE’s implementation of teaching guidelines to the negative washback of high stakes senior high school and college entrance examinations due to their testing role, format and content. However, it is argued that the format and content of these high stakes tests both contribute to and emerge from a cultural, societal and economic context, and that even changing the content of high stakes exams may prove unlikely to realize the successful implementation of educational reforms that are aimed at preparing countries and their citizens for the challenges of the 21st century.
|Appears in Collections:||英語教學|
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