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Toward a pedagogy for teaching feminist literature through a cultural perspective: A qualitative action study of Taiwanese undergraduates in an American university literature class.

机译：从文化角度探讨教学女权文学的方法：对美国大学文学班台湾学生的定性行动研究。

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The study has two major related goals. The first is to develop a pedagogy with which to teach feminist Chinese literature to female Taiwanese college students. The second is to develop a pedagogy within the context of a feminist Chinese literature class which raises students' feminist consciousness.;There are two research questions related to the main goals: (1) What elements constitute an effective pedagogy for teaching feminist Chinese literature at the college level to Taiwanese students? (2) How does studying feminist Chinese literature within the context of a course in question ;The design of the research centers around the teaching of a course on feminist Chinese literature from a cultural perspective, with detailed examination of student reactions to both the pedagogy and content of the course, gathered from various sources. The study involves implementing planned instructional strategies in an effort to incorporate a whole language pedagogy and then systematically submitting the strategies to observation, reflection, and change.;The data collected in this study consists of several different components: students interviews, papers and journals, questionnaires, transcripts of classroom discussions and my own personal journal containing my observations and reflections on my decisions as a teacher/researcher.;Findings basic to the success of this research were: (1) Students became less dependent on the teacher. (2) Students became more responsive over time to classroom discussion and interaction as a method for learning. (3) Student participation was enhanced indirectly by showing respect for them as individuals and for their ideas; and directly by praising their participation in class and by grading them for class participation. (4) Students beliefs did not change radically but they become more receptive to other student's ideas. (5) Students were influenced by feminist pedagogy. (6) Prior knowledge can be built upon through the sharing of experiences. (7) The teacher's attention to student self-esteem and confidence had a significant impact. (8) Students experience some degree of conflict in trying to reconcile their feminist consciousness with their individual lives.;Finally, I propose to adjust these findings to traditional teaching style currently in use in Taiwan, specifically with regard to changes in the process of learning, moving from a teacher-centered process to one in which the students are more actively involved.

机译：该研究有两个主要的相关目标。首先是发展一种教学法，向女性台湾大学生教授女性主义中国文学。第二是在女性主义中国文学课的背景下发展教学法，以提高学生的女性主义意识。有两个与主要目标有关的研究问题：（1）哪些要素构成了在中国教授女性文学的有效教学法？台湾学生的大学水平？（2）如何在相关课程的背景下研究女性主义中国文学；研究的设计围绕着从文化角度讲授女性主义中国文学课程的教学，并详细研究了学生对教育学和教育学的反应课程内容，来自各种来源。这项研究涉及实施计划的教学策略，以努力整合整个语言教学法，然后系统地将这些策略提交给观察，反思和改变。；本研究中收集的数据包括几个不同的部分：学生访谈，论文和期刊，调查问卷，课堂讨论记录和我自己的个人日记，其中包含我对我作为教师/研究人员的决定的观察和思考。；研究成功的基本发现是：（1）学生对老师的依赖减少了。（2）随着时间的流逝，学生对课堂讨论和互动的反应越来越灵敏，成为一种学习方法。（3）通过尊重个人和思想，间接地提高了学生的参与度；并直接称赞他们的课堂参与度，并通过对他们的课堂参与度进行评分。（4）学生的信念并没有发生根本性的改变，但是他们更容易接受其他学生的想法。（5）学生受到女权主义教学法的影响。（6）可以通过经验分享建立先验知识。（7）老师对学生自尊心和自信心的关注产生了重大影响。（8）学生在尝试调和女权意识与个人生活时会遇到某种程度的冲突。最后，我建议将这些发现调整为台湾目前使用的传统教学方式，尤其是关于学习过程的变化，从以教师为中心的过程转变为让学生更加积极参与的过程。

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作者
Lin, Hsiu-Ling.;
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作者单位

University of Massachusetts Amherst.;

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授予单位 University of Massachusetts Amherst.;
学科 Literature Asian.;Education Higher.;Womens Studies.;Education Language and Literature.
学位 Ed.D.
年度 1994
页码 275 p.
总页数 275
原文格式 PDF
正文语种 eng
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Toward a pedagogy for teaching feminist literature through a cultural perspective: A qualitative action study of Taiwanese undergraduates in an American university literature class.

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