Fostering Divergent Thinking in the Mandarin Language Classroom through IT-Enhanced DRTA
PROCEEDINGS
Jackie Jing-Fong Hsu, Nanyang Technological University,, Singapore ; Yin Mei Wong, River Valley Primary School, Singapore ; Der-Thanq Chen, Nanyang Technological University, Singapore
Society for Information Technology & Teacher Education International Conference, ISBN 978-1-880094-37-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
Directed Reading Thinking Activity (DRTA) is a teaching strategy used in English language classrooms through using predicting questions to enhance students' thinking. Since it is very important for Mandarin language teachers to incorporating thinking into classroom activities, so students can analyze, synthesize, and evaluate information, instead of just drilling information. We conjecture the DRTA can also be used for the Mandarin classroom activities. In this paper, we first describe how the DRTA can be used in the Mandarin classroom to foster students' divergent thinking with the integration of IT tools. Secondly, we will discuss recommendations for implementation of this approach.
Citation
Hsu, J.J.F., Wong, Y.M. & Chen, D.T. (2000). Fostering Divergent Thinking in the Mandarin Language Classroom through IT-Enhanced DRTA. In D. Willis, J. Price & J. Willis (Eds.), Proceedings of SITE 2000--Society for Information Technology & Teacher Education International Conference (pp. 1748-1752). Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 19, 2024 from https://www.learntechlib.org/primary/p/15692/.
Keywords
References
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