Poststructural feminist pedagogy in English instruction of vocational-and-technical education |
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Authors: | Ya-huei Wang C Y Chao and Hung-Chang Liao |
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Institution: | (1) Department of Applied Foreign Languages, Chung-Shan Medical University, No. 110. Sec. 1, Jian-Koa N. Rd, Taichung, 402, Taiwan;(2) Department of Industrial Education and Technology, National Changhua University of Education, Bao-Shan Campus, No. 2, Shi-Da Road, Changhua City, Taiwan;(3) Department of Health Services Administration, Chung-Shan Medical University, Taichung, Taiwan;(4) Department of Medical Education, Chung-Shan Medical University Hospital, No. 110. Sec. 1, Jian-Koa N. Rd, Taichung, 402, Taiwan |
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Abstract: | The purpose of this study was to develop a poststructural feminist pedagogical model and to investigate whether vocational-and-technical
college students receiving poststructural feminist instruction would exhibit better learning achievement and critical thinking
ability, and express greater satisfaction with their classes than those receiving traditional instruction. In applying a poststructural
feminist model, the researchers intended to help both the teacher and students work together to overcome the estrangement
and alienation that have long been the norm in the contemporary Chinese education system. The research results show that the
poststructural feminist pedagogy had a positive effect upon the participants in the experimental group. Several conclusions
are elicited from the study. First, in the English language achievement post-test, the participants receiving the poststructural
feminist instruction significantly outperformed those receiving the traditional banking instruction in terms of listening,
vocabulary, grammar, and reading. Second, in the critical thinking ability post-test, the participants significantly outperformed
those receiving the traditional banking instruction in terms of length, focus, content, organization, and style. Third, in
regard to the students’ satisfaction, it was clearly shown that the students who received the instruction informed by poststructural
feminist pedagogy expressed significantly greater satisfaction than those who had received traditional banking instruction
in terms of instructional objective, teaching method/materials, teacher quality, class environment, and assessment. |
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