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A Literature Review on Studies of Cultural Contents in English Textbooks for Chinese Senior High School from 2003 to 2018

A Literature Review on Studies of Cultural Contents in English Textbooks for Chinese Senior High School from 2003 to 2018

Since the emphasis on linguistic knowledge learning and linguistic skills training dominated the English instruction in senior high school for a long time, the compilation of linguistic items in textbooks has been pretty mature and rea- sonable. However, the organization of cultural contents seems be in disarray. Wu Xiaowei [13] wrote that though cultural contents in English textbooks cover a wide range of topics and subjects, but its distribution is inhomogeneous and relatively scattered, failing to follow the principle of gradual improvement. Yan Tingting [15] made an in-depth analysis of the Chinese culture contents in the Oxford English ( Shanghai edition ) Senior High School Textbook and found that the arrangement of the Chinese culture is disjointed and lacks of hierarchy. Ac- cording to Yan’s research, the textbook presents various aspects of Chinese cul- ture, such as scenic spots, national representatives, modern science and tech- nology, historical geography, education and culture, costume culture, political institutions, art culture, food culture, and other 12 cultural contents, but there is only one unit in the textbook which systematically introduces Chinese culture around the topic of tourism. Most of the Chinese cultural contents are scattered in different corners of the textbook and the Chinese cultural contents in the textbooks for different grades lack hierarchy, they therefore fail to follow the principle of gradual progress.
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The Negative Influences of Exam-Oriented Education on Chinese High School Students: Backwash from Classroom to Child

The Negative Influences of Exam-Oriented Education on Chinese High School Students: Backwash from Classroom to Child

However, only a small cohort of junior school studies continues their formal education in the senior secondary schools required for admittance to Chinese universities. The junior high schools teach the students a variety of science subjects (chemistry, physics, and biology) in addition to other subjects (e.g. history, geography, and vernaculars), which are compulsory; indeed, only at the senior level of Chinese high school allows for electives. Among the compulsory subjects in the senior level are the Chinese language, English, and mathematics, whereas the three other optional subjects are selected from a total of six (three from pure science subjects and three from social science subjects), namely history, geography, politics, physical sciences, biology, physical education, music, and the fine arts (Doug McBean, 2008). The 3+X system is common for all senior secondary high schools in China. They follow the uniform curriculum and the same set of textbooks. “Normally, almost all senior secondary school graduates wish to seek tertiary education, but only about half of them eventually attain their goal” (Luxia Qi, 2004).
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Senior Chinese English as a second language (ESL) learners on their learning expectations and needs in a communicative-approach-based program in Windsor: A case study

Senior Chinese English as a second language (ESL) learners on their learning expectations and needs in a communicative-approach-based program in Windsor: A case study

There has been controversy about the proportion of L1 and L2 in language teaching process for years. Krashen, in 1982, presents that adequate and maximized input of the target language lessons fossilization (as cited in Wei, 2008, p. 130). Lightbrown (1991) argues that L2 is important to language learners so instructors are supposed to use as much L2 in teaching as possible. However, Swain and Lapkin (2002) claim that the use of L1 eases the difficulty for students in the learning process (as cited in Wu, 2010, p. 183). Auerbach in 1993 notes that using L1 accelerates student learning (as cited in Xie, 2014, p. 23). Savignon & Wang (2003) notes that senior high school students prefer teachers to use Chinese (L2) when giving classroom instructions (p. 230). Xie (2014) suggests that Chinese is necessary in senior Chinese ESL student learning in that it assist their comprehension of the lesson (p. 23). Rao (2002) discovers students, even with low proficiency, prefer the English explanation of grammatical items in class; English teaching is preferred no matter when it is needed in the process of language teaching (p. 93). Wu (2010) points out it is essential for teaching professionals to coordinate the proportion of L1 based on students’ needs (p. 183).
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Aphasia of Chinese Culture in Senior High School English Teaching—Taking a Key Middle School in Kunming as the Example

Aphasia of Chinese Culture in Senior High School English Teaching—Taking a Key Middle School in Kunming as the Example

Studies on aphasia of Chinese culture in college English teaching have been focused for a long time. Yet little attention has been paid to the senior high school English teaching concerning this problem. As a matter of fact, senior high school English teaching plays an essential role in English learning. In order to find out whether aphasia of Chinese culture exists in this stage and dig out the factors, the author has carried out a survey with quantitative and qualitative methods in the senior high school students of Grade one and teachers of a key mid- dle school in Kunming. The survey reveals that this phenomenon does exist in senior high school English teach- ing and the extent is rather severe. The main reasons are lack of introduction on Chinese culture in English class, inadequacy of Chinese culture in textbooks and no emphasis on Chinese culture in English test. According to the explored reasons, the author proposes the corresponding suggestive solutions to the problem. They are: to reform the culture teaching, to add more Chinese culture in textbooks and to revise NMET (National Matriculation English Test).
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Economic Rationality Values Of Economic Education In Senior High School

Economic Rationality Values Of Economic Education In Senior High School

Based on the results of research conducted by researchers found that the curriculum and teaching materials are not listed specific values of rationality, altruism and economic morality. The core competencies (CC) that exist in the curriculum are general but they have the value of rationality, altruism and morality found in CC 2, namely honesty, discipline, polite, caring (mutual cooperation, team work , tolerance, peace), responsible, responsive, and pro-active in interacting effectively in accordance with the development of children in the environment, family, school, community and the surrounding natural environment, nation, country, local region, and international region. And in Basic Competence (BD) for Class X starting from BD 3.1, 3.4, 3.5, 3.6, 3.7, 3.8, 3.9 are only the cognitive domain. In BD 3.2, 3.3, and BD 4.1 to BD 4.9 the values of rationality began to be given to students by giving assignments to present the results of the analysis, identify and analyze learning material. In the Basic Competencies in class XI, the values of rationality are already apparent in every basic competency. while the value of altruism and morality in the basic competencies for class X and class XI is not visible. In teaching materials. not all the materials contain the phenomenon in daily life, this results make many students do not understand the phenomena occurred, they do not behave and act rationally. Based on these results, it is important for students to be able to understand about economic rationality. Lesson Plan is the activity of a teacher to make a design of activities carried out in class, so that the class will be fun and learning objectives are achieved. The importance of instilling the mindset of economic rationality in the lesson plan will make it directed . Learning evaluation tools are steps used by teachers to find out whether students can understand the material delivered or not. Evaluation will be conducted to make assessments related to teaching materials, lesson plan, and teaching activities. In the research findings, test instruments containing elements of economic rationality tend to exist.
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Android-Based Comic Of Biotechnology For Senior High School Students

Android-Based Comic Of Biotechnology For Senior High School Students

Biotechnology has a gradual rapid development in the worldwide. Therefore in the context of science education, students should know the latest biotechnology products for their knowledge and skill development in their Biotechnology learning processes [18]. Otherwise, interviews were conducted with biology teachers aimed at identifying biotechnology learning in the classroom to observe and prove that based on [25], teachers in Indonesia have problems in teaching biotechnology, namely lack of Biotechnology concept so that the content is theoretically explained which is difficult for students to understand. Moreover, based on the results of interviews, the student's handbooks and worksheet have non update material. Consequently, students' insights about biotechnology applications are still limit.Explanation of theory in books and student's worksheet generally uses complicated terminology and explanation that makes students bore. Hence, it needs a interactive Biotechnology comic to facilitate students in comfortably understanding the material. Besides, based on [5], comics have followed contextual stories for students to easy imagine and understand something.In order to ensure kind of student's characteristics of Class XII IPA 3, this study administered the questionnaires. Because according to [23], the selection of learning media must adjust to the student's characteristics, learning styles, and facilities at the school. In the other hand, it is common for senior high school students to spend much more time using smartphones in their learning activities. It is due to students who belong to generation Z who are difficult to escape from gadgets [8]. Nevertheless wrong smartphone usage can affect negative impact on students. Based on those characters, smartphone-based media strongly recommended to be used as a learning media. Android is an operating system
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Campus Bullying In The Senior High School: A Qualitative Case Study

Campus Bullying In The Senior High School: A Qualitative Case Study

School as a learning environment is not exempted with bullying. Students have experienced physical and verbal forms of bullying even inside the campus which greatly affect their morale as an individual, their motivation, and passion for learning. In the senior high school level, campus bullying is still very rampant despite the expectation that at this stage, students are already mature enough in terms of their attitudes and behaviors towards people around them. Philippine Republic Act No. 10627 otherwise known as Anti- bullying Act of 2013 defines bullying as ― any slanderous act or statement of accusation that causes the victim emotional distress like directing foul language or profanity at the target, name-calling, tormenting and commenting negatively on victim‘s looks, clothes, and body‖. Bullying has become a pervasive problem in the United States. According to the National Center for Education Statistics, nearly a third of all students aged 12 - 18 reported having been bullied at school in 2007, some almost daily. Fifty-six percent of students have personally witnessed some type of bullying at school. In the school year 2008–2009, students ages, 28.0 percent of students ages 12 through 18, reported they were bullied at school, and 6.0 percent, reported they were cyber-bullied anywhere whether on or off school property (Siddiqui, 2018). In the Philippines, a survey conducted revealed that bullying or abuse is experienced by one in two Filipino school children. This was backed up with an Australian newspaper stating that 50 percent of Filipino students are being bullied in school. Also, the students in the Philippines had led the record of different types of bullying which include being made fun of or being called names, left out of activities by others and made to do things the student did not want to (Ancho & Park, 2013). Davao City Health Office also reported that bullying in school is a major concern since it exists in almost every school there is in Davao City. This unwanted act is prevalent not only in private educational institutions but also in public schools. The Office encouraged the Department of Education to also look into their backyards and do what is necessary (Sumalinog, 2015). In the school where the researcher is assigned, report of bullying incidence is very evident and alarming because of its high frequency. Every week, a lot of cases are settled in the office of prefect of discipline and
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ENGAGING SENIOR HIGH SCHOOL STUDENTS THROUGH COMPETITIVE COLLABORATION

ENGAGING SENIOR HIGH SCHOOL STUDENTS THROUGH COMPETITIVE COLLABORATION

Engaged students are successful learners because they can perform better and help their peers learn more. It is very important then that the teacher knows how to manage the learning state of his or her students. Philp (2007) wrote that for middle school, fifteen minutes is probably the maximum time that most learners can stay in a positive learning state without a change of stimulus. Teachers cannot expect middle school students to stay in a favourable learning state for more than fifteen minutes without intervention. This happens in reality with the senior high school students. From the researcher‘s observation, students would seem to be bored and sleepy, easily distracted with slight stimulus change, uninterested in the discussions, and worst, frustrated with their difficulty understanding the lessons. Students may be experiencing ―learning fatigue‖ or ―academic burnout‖ as stated in the study of Rahmati (2015). Senior high school students can be stressed out due to the overwhelming pressures of studying and trying to avoid distractions. This poses a challenge for the teacher to help students overcome academic fatigue by minimizing their anxiety and stress while at the same time promoting achievement and a deep understanding of the curriculum. Thus, there is a need to conduct an action research as a way to improve the aforementioned situation. Based on this background, the researcher chooses delivery using competitive collaboration of the Grade 12 senior high school students of Banaba West National High School to ameliorate the problems with student engagement. Engaging activities like collaborative and competitive games are a welcome break from the usual class routine because they are motivating and challenging. They encourage the students to be active in the classroom, entertain them, teach the language naturally, and promote fluency. The findings of the study contribute to a better understanding of how to structure learning using competitive collaboration in the classroom for optimal results. It offers practical suggestions to instructors on how to implement such strategy in their classroom.
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Development and Validation of Physical Science  Workbook for Senior High School

Development and Validation of Physical Science Workbook for Senior High School

Several studies on the development of instructional materials in science have been made in the Philippines. These studies focused on the development and evaluation of microlab With the recent implementation of the K-12 curriculum in the Philippines, teachers are challenged to develop relevant, research-based, and responsive instructional materials. At present, few reference materials for use have been prepared for the required senior high school (SHS) competencies. This study developed a workbook in physical science for SHS based on the students’ least learned concepts in a government-owned university in Central Luzon, the Philippines. Results revealed that the developed workbook was found to be very much acceptable (M = 3.90) by expert validators. In particular, the workbook was acceptable in terms of adequacy (M = 3.85), coherence (M = 3.90), appropriateness (M = 3.90), and usefulness (M = 3.95). Student-validators who were enrolled in a physical science course also rated the workbook acceptable (M = 3.79). The validated material is recommended for use as supplemental instructional tool in physical science course in the SHS. The material which was anchored to the analysis, design, development, implementation, and evaluation model may serve as a prototype for the development of workbooks for other courses in the K-12 SHS curriculum. Further review and evaluation of the workbook may be considered to make it more contextualized, localized, and indigenized in the Philippine setting.
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The development of conflict management model to improve the emotional stability of senior high school students (11th graders) in karanganyar, solo

The development of conflict management model to improve the emotional stability of senior high school students (11th graders) in karanganyar, solo

Arguably, a school is a place where adolescents can interact with their peers. Adolescent developmental tasks can be accomplished with the support of school personnel, as school is a formal educational institution that systematically implements guidance, teaching, and training programs to help students develop their potential in moral-spiritual, intellectual, emotional, and social aspects. Similarly, improving students’ emotional stability is one of the many ways to accomplish a developmental task as adolescents, such as; achieving emotional independence. The existing fact shows that many adolescents have high emotional instability. Strong emotions during adolescence will not only interfere with learning activities at school, but can also lead to a worse result, such as; the development of a deviant behavior. The results of a research conducted by Agustia Paramitha et al. shows a correlation coefficient of 0.626 with a significance of 0.000
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EducationAct 2008  pdf

EducationAct 2008 pdf

13) Provide specialized training in multi-grade teaching for rural areas and reward teachers accordingly (+20% allowance on basic salary) 14) Provide training for all teachers in SENs 15) Ensure that school infrastructure facilitates the accommodation of pupils/students with special needs

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Analysis of Senior High School Students' Competency in General Mathematics

Analysis of Senior High School Students' Competency in General Mathematics

Abstract After a country-wide full blast implementation of a K-12 program, a detailed assessment of the curriculum has to take place. This study analyzed the General Mathematics competency of 425 Grade 12 students during the 2017-2018 school year. The study employed a validated researcher-made General Mathematics Competency test with an acceptable 0.788 Cronbach’s alpha. Results showed that all strands in the Technical Vocational and Livelihood (TVL) track, and the Accountancy, Business, and Management (ABM), Humanities and Social Sciences (HUMSS), and General Academic (GA) strands of the academic track were fair in competency. Only the Science, Technology, Engineering, and Mathematics (STEM) strand got a satisfactory level. Between the two tracks, the academic track has significantly different competency compared to the TVL track. On the academic strands, STEM has significantly different competency compared to other strands. On the TVL strands, Computer Servicing System (CSS) has significantly different competency compared to the other strands. Moreover, data revealed that the least learned competencies of students were distributed in the three areas of General Mathematics. The data may indicate that high school seniors have not yet mastered the necessary competencies in the subject matter as stipulated by the Department of Education.
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Assessing Change In High School Student Information Literacy Using The Tool For Real-Time Assessment Of Information Literacy Skills

Assessing Change In High School Student Information Literacy Using The Tool For Real-Time Assessment Of Information Literacy Skills

The TRAILS assessment results suggest that while many high school seniors purport to know how to do online research, their comfort and confidence in using search engines such as Google may portend a somewhat masked uneasiness with being able to identify research topics and use effective search strategies on their own. Scores on TRAILS also indicate students struggle with evaluating resources even as they complete their senior Capstone projects. Kolowich (2011), in reporting on an upcoming publication from the American Library Association, states that researchers found that college students “exhibited significant difficulties that ranged across every aspect of the search process” (para. 8). Thus, the results from the TRAILS assessments is mirrored in what researchers are finding as high school seniors graduate and transition to college. With multiple studies reporting that students at all levels of education have difficulty in mastering information literacy skills (Allen, 2007; Caspters & Bernhisel, 2007; Knight, 2006; Kolowich, 2011; Latham & Gross, 2008; Morrison, 1997; Nutefall, 2005; O’Sullivan & Dallas, 2010), school librarians may be in the best position to take the lead in reversing these findings. For example, by offering staff development in multiple formats (i.e., online, one-on-one, traditional class sessions) school librarians may make a positive contribution by helping teachers increase their own IL skills, thereby paving the way for a collaborative effort in building a K-12 research model that provides students with the information literacy skills they need to be successful as lifelong learners.
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A Journey Uncovered: Adjustments of Foreign Senior High School Students in Philippine School Doha

A Journey Uncovered: Adjustments of Foreign Senior High School Students in Philippine School Doha

Abstract: Background: Being new to a school is a challenge. Though this manifestation may vary, it is familiar to new students. Since the transfer of Philippine School Doha to a new campus, the population increased for it accepted international students. It motivated the researchers to know the adjustment journey of international students. Method: This qualitative paper made use of a phenomenological research design to fully understand the experiences of foreign students who were enrolled in Philippine School Doha by answering the central question, “How do foreign senior high students adjust in Philippine School Doha?” The data gathered through a two-part instrument, a consent letter, and audio recording. Data collected were analysed using an inductive approach in theme development. Findings: Findings have shown the adjustment journey of foreign senior high school students in terms of academics, non- academic involvement, and ethnicity. Conclusion: With the increasing number of international students, Philippine School Doha has enhanced the quality of service in terms of providing programs that could lessen the learning difficulty of international students. Recommendation: To help the international students adjust to a new environment, the school should strengthen existing reinforcement programs focusing on the understanding of the students’ immediate need to learn to speak and understand the Filipino language.
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The Role of Principal’s Managerial Leadership through Management based on School in Improving Quality of Students at Dwi Warna Senior High School Medan

The Role of Principal’s Managerial Leadership through Management based on School in Improving Quality of Students at Dwi Warna Senior High School Medan

The target of school based management is to improve the quality of work, productivity and efficiency through performance and quality improvement in order to produce quality that satisfies or meets the needs of consumers. A strategy designed by the principal in implementing managerial leadership through school-based management improves the quality of education at Senior High School of Dwi Warna. It optimizes the resources of the school. There are several things that are performed by the principal such as: 1) increasing the academic achievement through national examinations or regional examinations concerning competency and knowledge, improving talent tests, competency certification and portfolio profiles, 2) forming peer tutoring groups to increase the enthusiasm of learning through cooperative learning, 3) creating new learning opportunities at schools by providing extra class, 4) enhancing and rewarding academic achievements for teachers or students.
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E-Assessment Motivation in Physics Subjects for  Senior High School

E-Assessment Motivation in Physics Subjects for Senior High School

The work system in this E-Assessment is the start page, there are 3 main menus, namely the homepage, physics, and science menus. The homepage menu contains images of researchers while observing the high school in Batanghari. On the Physics menu contains 3 menus, namely the home menu to return to the start menu, the moti- vation menu which contains questionnaires on students' motivation towards physics and the physics attitude menu that contains student physics attitude questionnaires. After the data is inputted by students or teachers on each questionnaire, then the data will be stored automatically on the database contained in MySQL. We can display the data on MySQL in ordinary data and in graphical form like the picture. 4.
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Examining the Internet Addiction Levels of High School Senior Students

Examining the Internet Addiction Levels of High School Senior Students

In the present study, the internet addiction status of high school senior students in Yeşilyurt county of Malatya was analyzed and examined in terms of gender variable. The study population consisted of 3442 senior students who were studying at 37 high schools in state schools in Yeşilyurt County of the city of Malatya in 2016-2017 academic year. The sampling of the study consisted of 606 students selected with the Random Sampling Method from among 17 high schools. The model of the study was the Survey Model. For the purpose of determining the internet addiction levels of the students, the “Internet Addiction Scale”, which was developed by Gunuc (2009) was used. This scale consists of sub-dimensions like “Deprivation”, “Difficulty in Control”, “Disruption in Functionality”, and “Social Isolation”. In analyzing the data of the study, arithmetic average ( ̅̅̅ , frequency (f), standard deviation (sd), k-means clustering method and t-test were used. In brief, the following results were received in the present study: out of the 606 senior high school students, 85 (14,1%) were in the Addicted Group, 258 (42,6%) were in the Risk Group and 262 (43,3%) were in the Non-Addicted Group. When these results were analyzed it was determined that the majority of the students who constituted the sampling group of the study were in the Non-Addicted Group (43,3%). A significant differentiation was detected between the internet addiction scores of the students according to the gender variable in favor of the male students.
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THE IMPLEMENTATION OF ENGLISH TEAM TEACHING AT A SENIOR HIGH SCHOOL IN MALANG

THE IMPLEMENTATION OF ENGLISH TEAM TEACHING AT A SENIOR HIGH SCHOOL IN MALANG

Concerning the objectives of the implementation of team teaching, the data from the interview indicate that it was implemented because the number of teach- ers was adequate, because the teachers wanted to specialize themselves in certain language skills, and because team teaching could lessen the students boredom. As Lana said, the school had an adequate number of English teachers, so the headmas- ter recommended that team teaching be implemented. In addition to this reason, both Lani and Hana had the same opinion about the objectives of the implementa- tion of team teaching. Though expressed in different sentences, their responses show that they wanted to specialize themselves with the skills that they really mas- tered, one wanting to specialize in teaching listening, speaking, and writing, while the other one in teaching reading and grammar. Hana, however, commented that team teaching was implemented to lessen the students boredom in the classroom as it offered teaching variations brought by the teachers in the teaching and learn- ing process.
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Knowledge, Attitudes and Prevention of Hepatitis B among Senior High School Students in Cape Coast Metropolis:   A Study of University Practice Senior High School

Knowledge, Attitudes and Prevention of Hepatitis B among Senior High School Students in Cape Coast Metropolis: A Study of University Practice Senior High School

The purpose of this study was to assess hepatitis B knowledge, attitudes and prevention among Senior High School Students in University Practice Senior High School. Three hundred (300) students were sampled for the study. Questionnaire was used to collect data for the study. The data was analysed using frequencies and percentages. The study found out that a greater number of students in University Practice Senior High School have fair knowledge about hepatitis B. Again, study revealed that greater number of the participants have fair knowledge on the risk factors and the symptoms associated with hepatitis B. Though a greater number of students in University Practice Senior High School have fair knowledge on the risk factors and symptoms of Hepatitis B, most of them have poor attitudes towards testing for hepatitis B and vaccination against hepatitis B. The findings of the study show that a greater number of the participants have fair knowledge on how Hepatitis B can be prevented. However, few of them have No idea on how Hepatitis B can be prevented. Based on the findings, appropriate conclusion and recommendations were made.
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A preliminary investigation on the relationship between virtues and pathological internet use among Chinese adolescents

A preliminary investigation on the relationship between virtues and pathological internet use among Chinese adolescents

Several methods were adopted to prevent the common method bias [55]. Four questionnaire packages were pre- pared (A, B, C, and D). The order of appearance of items in each package was different. Participants were randomly assigned a package for completion. Next, participants were asked to complete the package during their free time. Data was collected in different areas of Mainland China, in- cluding eastern, central, and western regions. Informed consent was obtained prior to participation. Ethics ap- proval of the project was obtained from the Department of Psychology and Culture Studies, Research Institute of Chongqing Culture Development, Chongqing, China. Before we started to collect data, the research proposal and ethics approval were sent to be reviewed by Mental Health teachers in the target schools. The teachers are psychological professionals in Chinese campuses and are responsible for students' psychological health education. Informed written consent from the teachers was obtained. Ethics committees also approved this consent proce- dure. All the process of data collection was overseen by the mental health teachers to guarantee the rationality, legitimacy, and effectiveness of data collection.
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