doi: 10.18178/ijiet.2019.9.10.1292
Writing Instruction in China: Challenges and Efforts
Rongrong Dong1
,
Danling Fu2 ,
Xiaodi Zhou3 ,
Buyi Wang2
- 1Southern University of Science and Technology, China
- 2University of Florida, USA
- 3Georgia Southwest State University, USA
Abstract
This qualitative study examined the current writing instruction in 1-12 level education with the data collected in three Chinese cities. The data from the Interviews of teachers and teacher-educators at different levels and from classroom observations at upper elementary to high schools in three metropolitan cities across China provide insights into 1-12 writing instruction in contemporary China. To further reveal the efforts taken by writing teacher under China’s high-stakes testing culture, this paper also presented a case study of an exemplary 10th grade writing teacher, who took tremendous efforts in nurturing true readers and writers in his classroom under the test-obsessive culture in China.
Keywords
- Literacy education
- Writing instruction
- teacher education
How to Cite
Rongrong Dong, Danling Fu, Xiaodi Zhou, and Buyi Wang, "Writing Instruction in China: Challenges and Efforts," International Journal of Information and Education Technology, vol. 9, no. 10, pp. 715-723, 2019. https://doi.org/10.18178/ijiet.2019.9.10.1292
Copyright & License
Copyright © 2019 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).