Presentation Schedule
Values Education in the Chinese Language Curriculum: From a Curriculum Potential Perspective (95937)
Friday, 11 July 2025 15:45
Session: ECE Poster Session
Room: SOAS, Brunei Suite (Ground Floor)
Presentation Type:Poster Presentation
Holistic education equips students to navigate life’s challenges, fostering balanced development in morality, intelligence, physique, social skills, and aesthetics. School curricula aim to cultivate positive values and proactive attitudes, enabling students to unlock their potential and contribute to social harmony. Literary heritage, encompassing "knowledge, emotion, and will," provides a foundation for integrating values education into language teaching. This approach enhances students’ knowledge and intelligence while nurturing cultural literacy, personal character, societal concern, and a global perspective.
Curriculum potential, shaped by teaching materials, their interpretation, and classroom interactions (Ben-Peretz & Eilam, 1975), significantly impacts teaching effectiveness. This study examines 12 designated classical Reading Texts from the Senior Secondary Chinese Language Curriculum in Hong Kong through content analysis to identify embedded value elements. Semi-structured interviews with three experienced language teachers explored their perspectives on values education. Teachers agreed that the curriculum plays a crucial role in promoting values, with students acquiring positive attitudes from these texts.
Findings reveal that value elements such as empathy, resilience, and social responsibility are prominently embedded in the texts. Teachers emphasized contextualizing these values through interactive discussions and real-life applications. Challenges include balancing indoctrination with critical thinking and addressing diverse student interpretations. The study enhances educators' comprehension of embedded values, increases curriculum awareness, and expands teaching approaches beyond the text itself, offering deeper insights into curriculum potential. This research contributes to the discourse on integrating values education into language teaching, providing practical implications for curriculum design and classroom practice.
Authors:
Mandy Au, The Education University of Hong Kong, Hong Kong
About the Presenter(s)
Ms Mandy Au is a University Doctoral Student at The Education University of Hong Kong in Hong Kong
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