目的:中国学生在课堂听课时安静地坐着是很常见的,专心遵循教师的指示,而不互动或提问,被视为被动参与。本研究旨在进一步了解中国学生在课堂提问中的被动参与,及时反馈和协作活动。目标是制定策略,以提高中国学生在大课堂学习环境中的参与度,而不会破坏“面子”的文化层面。
背景:在大型课堂学习环境中,从事师生之间的协作教育活动可能具有挑战性。在中国的背景下,儒家传统文化可能会进一步加剧教师面临的挑战。中国学生在回答问题时经常显得被动。在这种情况下,教育工作者可能收到的学生反馈不足,无法修改和优化他们的教学方法。
方法:定性研究方法,香港一所自负盈亏的高等教育学院采用了解释性现象学方法。
方法:邀请8名护理专业毕业生参加两个焦点小组访谈,以生成教学和学习策略。此外,我们对通过滚雪球抽样策略招募的12名护理教师进行了个人深入访谈.叙述被编码,归类,主题,通过专题分析进行分析和解释。
结果:中国学生担心“丢脸”,担心在集体主义文化中被同龄人嘲笑。基于这些发现,产生了三种让学生参与课堂提问和协作活动的教学策略。这些策略包括使用数字学习平台,促进沟通和促进人际关系。
结论:在高等教育中,学术管理者和教师必须批判性地反思针对不同文化和背景环境量身定制的教学和学习策略。在教学改革方面的合作可以为中国学生在大班学习环境中实施以学生为中心的学习提供坚实的指导和见解,同时尊重“面子”的文化维度。
OBJECTIVE: It is common for Chinese students to sit quietly during classroom lectures, attentively following teachers\' instructions without interacting or asking questions, viewed as passive engagement. This study aims to understand further the passive engagement of Chinese students in relation to classroom questioning, just-in-time feedback and collaborative activities. With objectives to formulate strategies to enhance Chinese students\' engagement in a large class learning environment without undermining the cultural dimension of \"face\".
BACKGROUND: Engaging in collaborative educational activities between teachers and students can be challenging in a large classroom learning environment. Within the Chinese context, Confucian-heritage culture may further exacerbate the challenges teachers face. Chinese students often appear passive when responding to questions. In this situation, educators may receive insufficient student feedback to modify and optimise their teaching and learning approaches.
METHODS: A qualitative research method, with an interpretative phenomenological approach was employed in a self-financed institute of higher education in Hong Kong.
METHODS: Eight nursing graduates were invited to participate in two focus group interviews to generate teaching and learning strategies. In addition, individual in-depth interviews were conducted with twelve nursing teachers recruited through a snowballing sampling strategy. The narratives were coded, categorised, themed, analysed and interpreted through thematic analysis.
RESULTS: Chinese students are concerned with \"losing face\" and the fear of being teased by their peers in a collectivist culture. Based on these findings, three teaching and learning strategies for engaging students in classroom questioning and collaborative activities were generated. These strategies include using digital learning platforms, the promotion of communication and fostering interpersonal relationships.
CONCLUSIONS: In higher education, academic managers and teachers must critically reflect on teaching and learning strategies tailor-made to different cultural and contextual settings. Collaborating on pedagogical reforms can provide solid guidance and insight on implementing student-centred learning for Chinese students in large class learning environments while respecting the cultural dimension of \"face\".