摘要： An overview is presented of a three-year project aimed at helping Chinese language teachers in Taiwan refine ways that Chinese, an ideographic language that differs markedly from alphabetic English, is taught in primary schools. Guided by university staff in Taiwan, Hong Kong University and a Taiwanese non-government social enterprise, 20 experienced Taiwanese Chinese language teachers visited Hong Kong, observed literacy lessons, held in-depth discussions with principals and teachers, and engaged in seminars that helped them reflect on ways to modify practice in Taiwan. Back in Taiwan, they tried out techniques witnessed in Hong Kong, shared their experiences with colleagues in and beyond their own school, and evaluated their relevance for language teaching in Taiwan. Experiences were exchanged via practical demonstrations of techniques, video-recordings of lessons, accounts of new ways to teach Chinese, interviews and progress reports on an Internet forum. The outcomes are an example of positive teacher change. 出版者： Abingdon: Routledge 出版日期： 2012-08-01 出處： Teacher development, 2012-08, Vol.16 (3), p.361-385 資源來源： Education Resources Information Center (ERIC) 版權： Copyright Teacher Development 2012 版權： Copyright Taylor & Francis Ltd. 2012 識別號： ISSN: 1366-4530 識別號： EISSN: 1747-5120 識別號： DOI: 10.1080/13664530.2012.722439
