Chinese is one of the most important global languages, but at some universities of science and technology, Chinese-language learning is unfortunately not valued by students. According to the results of the Program for International Student Assessment (PISA), organized by the United Nations every three years, although Taiwanese students’ performance in reading improved from 2015 to 2018, many problems remain in the teaching field that lead to a lack of student interest in Chinese-language learning. We attempted to use flipped teaching to intervene in the Chinese-language curriculum at the university of science and technology at which we teach. This methodological process and procedure was used to plan teaching materials, and 36 weeks of teaching with a Chinese-language curriculum were offered to freshman students in one academic year. We then evaluated teaching effectiveness through the pre- and post-tests of students’ language proficiency, obtained feedback from students through school-wide teaching evaluation questions, reviewed the teaching effectiveness of the Chinese-language curriculum for the academic year, and achieved significant improvements in students’ reading skills with regard to language learning.
Research on Chinese-Language Curriculum Development in Higher Education from the Perspective of Sociology
