教师对 "双轨制 "的看法的定性案例研究;遵守中国和国际文凭组织规定的标准

IF 1.4 Q2 EDUCATION & EDUCATIONAL RESEARCH Journal of Research in International Education Pub Date : 2024-04-06 DOI:10.1177/14752409241242688
John Stewart Clark, Matthew Terrett
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引用次数: 0

摘要

不同国家的国家课程标准意味着一些国际文凭(IB)学校必须在国际文凭和国家标 准之间取得平衡。有关学校如何找到这种平衡的文献十分有限。我们采用定性案例研究设计,考察了一所中国国际文凭学校英语教师的视角,该校最近采用了双模式体系,以在遵守国际文凭政策的同时满足政府的要求。双模式体系是指两种课程分别教学,而不是以整合的方式进行教学。我们的研究结果描述了教师对双模式体系的理解,指出了教师在实施过程中面临的挑战,并提出了改进建议。研究结果仅限于中国英语系的单一环境,因此不能一概而论。我们的研究结果揭示了一个总体的分离主题,确定了影响两种模式之间关系的结构和概念因素。文章讨论了课程结构的新思路,这些新思路可以为类似的国际文凭学校和采用综合课程的学校提供决策依据。
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A Qualitative Case Study of Teachers’ Perceptions on a Two-model System; Adhering to Chinese and International Baccalaureate Mandated Standards
National curriculum standards for different countries mean some International Baccalaureate (IB) schools must often balance IB and national standards. Literature on how schools find this balance is limited. Using a qualitative case study design, we examined the perspectives of teachers of English in a Chinese IB school that recently employed a two-model system to address government mandates while still adhering to IB policies. A two-model system occurs when the two curricula are taught separately rather than in an integrated way. Our findings describe teachers’ understanding of a two-model system, identify challenges for teachers in its implementation, and suggest improvements. Results are confined to a single context of an English department in China and cannot therefore be generalized. Our findings reveal an overall theme of separateness identifying structural and conceptual factors affecting the relationship between the two models. The article discusses new ideas for curriculum structures that might inform school decisions for similar IB schools and schools with integrated curricula.
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来源期刊
Journal of Research in International Education
Journal of Research in International Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.30
自引率
14.30%
发文量
11
期刊介绍: The Journal of Research in International Education is an international, peer-reviewed journal in international education for schools, examiners and higher education institutions throughout the world. The Journal of Research in International Education seeks to advance the understanding and significance of international education. It sets out to undertake a rigorous consideration of the educational implications of the fundamental relationship between human unity and human diversity that ''education for international understanding'' requires. The JRIE encourages an approach to research in international education that will close the gap between the well established emergent theory and diverse practice throughout the world. In this context, international education is concerned with the promotion of education for international understanding and human rights, and may include peace education, global education and intercultural education. Authors may address, for example, the curriculum, institutional concerns, the history of education, policy and pedagogy at all levels.
期刊最新文献
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