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postgraduate thesis: Using drama-in-education to enhance Hong Kong secondary school students' higher-order reading ability of Chinese narrative texts = Yi "jiao yu xi ju" ti sheng Xianggang zhong xue sheng li jie Zhong wen xu shi pian zhang de gao ceng ci yue du neng li

TitleUsing drama-in-education to enhance Hong Kong secondary school students' higher-order reading ability of Chinese narrative texts = Yi "jiao yu xi ju" ti sheng Xianggang zhong xue sheng li jie Zhong wen xu shi pian zhang de gao ceng ci yue du neng li
Using drama-in-education to enhance Hong Kong secondary school students' higher-order reading ability of Chinese narrative texts = 以「教育戲劇」提升香港中學生理解中文敘事篇章的高層次閱讀能力
Authors
Advisors
Issue Date2013
PublisherThe University of Hong Kong (Pokfulam, Hong Kong)
Citation
Tam, W. Z. [譚詠兒]. (2013). Using drama-in-education to enhance Hong Kong secondary school students' higher-order reading ability of Chinese narrative texts = Yi "jiao yu xi ju" ti sheng Xianggang zhong xue sheng li jie Zhong wen xu shi pian zhang de gao ceng ci yue du neng li. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4985863
AbstractThis study was conducted to investigate how the “Drama in Education” (DiE) approach can enhance students’ reading comprehension, and how Chinese Language teachers use DiE to improve students deep understanding of Chinese narrative texts. The whole research program involves 202 Secondary Three students from different bandings, and consists of three Studies. Study 1 is a pre-experimental research, in which the researcher tested her study questions, drama conventions, and developed a reading assessment scheme. Studies 2 and 3 follow the Lesson study approach, integrating the ideas of the jugyokenkyn (lesson study) from Japan, the learning study from Hong Kong, and the practice of lesson research from mainland China. The researcher analyzed four teachers’ teaching practice, their after-class self reflections, teachers and students’ interviews, students’ performances in drama activities, as well as students’ results of pre-and post-tests. Findings show that the teachers changed their reading responses to the texts and their ways to apply DiE to teach. They considered more about text meanings and the characters’ feelings, so their ways of teaching also changed from a conventional to an interactive approach. Moreover, results of students’ pre-and post-tests showed their significant improvements after learning by DiE. According to the researcher’s observations and teachers’ interviews, as a result of seeing evidences of students’ gain, there was a shift in the teachers’ teaching perceptions and teaching behaviors in using new teaching approaches. In this research program, teachers’ use of DiE, and the relevant changes in teaching perceptions and behaviors were analyzed and discussed. The process of using DiE not only benefited students’ reading comprehension, but also enhanced teachers’ professional development. Finally, a model to improve students’ higher-order reading ability through DiE was proposed. Making use of the DiE-reading assessment scheme, and a localized Lesson Study, the researcher hopes to have made some contributions to local educators.
DegreeDoctor of Philosophy
SubjectReading comprehension - Study and teaching (Secondary) - China - Hong Kong
Chinese language - Study and teaching (Secondary) - China - Hong Kong
Drama in education - China - Hong Kong
Dept/ProgramEducation
Persistent Identifierhttp://hdl.handle.net/10722/223153

 

DC FieldValueLanguage
dc.contributor.advisorLai Au Yeung, WYW-
dc.contributor.advisorLaw, YK-
dc.contributor.authorTam, Wing-yee, Zoe-
dc.contributor.author譚詠兒-
dc.date.accessioned2016-02-19T23:10:04Z-
dc.date.available2016-02-19T23:10:04Z-
dc.date.issued2013-
dc.identifier.citationTam, W. Z. [譚詠兒]. (2013). Using drama-in-education to enhance Hong Kong secondary school students' higher-order reading ability of Chinese narrative texts = Yi "jiao yu xi ju" ti sheng Xianggang zhong xue sheng li jie Zhong wen xu shi pian zhang de gao ceng ci yue du neng li. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4985863-
dc.identifier.urihttp://hdl.handle.net/10722/223153-
dc.description.abstractThis study was conducted to investigate how the “Drama in Education” (DiE) approach can enhance students’ reading comprehension, and how Chinese Language teachers use DiE to improve students deep understanding of Chinese narrative texts. The whole research program involves 202 Secondary Three students from different bandings, and consists of three Studies. Study 1 is a pre-experimental research, in which the researcher tested her study questions, drama conventions, and developed a reading assessment scheme. Studies 2 and 3 follow the Lesson study approach, integrating the ideas of the jugyokenkyn (lesson study) from Japan, the learning study from Hong Kong, and the practice of lesson research from mainland China. The researcher analyzed four teachers’ teaching practice, their after-class self reflections, teachers and students’ interviews, students’ performances in drama activities, as well as students’ results of pre-and post-tests. Findings show that the teachers changed their reading responses to the texts and their ways to apply DiE to teach. They considered more about text meanings and the characters’ feelings, so their ways of teaching also changed from a conventional to an interactive approach. Moreover, results of students’ pre-and post-tests showed their significant improvements after learning by DiE. According to the researcher’s observations and teachers’ interviews, as a result of seeing evidences of students’ gain, there was a shift in the teachers’ teaching perceptions and teaching behaviors in using new teaching approaches. In this research program, teachers’ use of DiE, and the relevant changes in teaching perceptions and behaviors were analyzed and discussed. The process of using DiE not only benefited students’ reading comprehension, but also enhanced teachers’ professional development. Finally, a model to improve students’ higher-order reading ability through DiE was proposed. Making use of the DiE-reading assessment scheme, and a localized Lesson Study, the researcher hopes to have made some contributions to local educators.-
dc.languagechi-
dc.publisherThe University of Hong Kong (Pokfulam, Hong Kong)-
dc.relation.ispartofHKU Theses Online (HKUTO)-
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.rightsThe author retains all proprietary rights, (such as patent rights) and the right to use in future works.-
dc.subject.lcshReading comprehension - Study and teaching (Secondary) - China - Hong Kong-
dc.subject.lcshChinese language - Study and teaching (Secondary) - China - Hong Kong-
dc.subject.lcshDrama in education - China - Hong Kong-
dc.titleUsing drama-in-education to enhance Hong Kong secondary school students' higher-order reading ability of Chinese narrative texts = Yi "jiao yu xi ju" ti sheng Xianggang zhong xue sheng li jie Zhong wen xu shi pian zhang de gao ceng ci yue du neng li-
dc.titleUsing drama-in-education to enhance Hong Kong secondary school students' higher-order reading ability of Chinese narrative texts = 以「教育戲劇」提升香港中學生理解中文敘事篇章的高層次閱讀能力-
dc.typePG_Thesis-
dc.identifier.hkulb4985863-
dc.description.thesisnameDoctor of Philosophy-
dc.description.thesislevelDoctoral-
dc.description.thesisdisciplineEducation-
dc.description.naturepublished_or_final_version-
dc.identifier.doi10.5353/th_b4985863-
dc.date.hkucongregation2013-

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