A Case Study Of Redevelopment Of Chinese Teaching Materials In International Schools

In recent years,due to economic and epidemiological factors,the student population in international schools has changed considerably and the mismatch between Chinese teaching contexts and materials has become more pronounced.As the curriculum of international schools is usually guided by a syllabus and does not specify teaching materials,teachers are required to choose their own teaching content according to the teaching situation,and the challenge of selecting Chinese teaching materials is common in international schools.Therefore,it is of great practical value to examine the redevelopment experiences of skilled Chinese teachers in international schools.This paper is based on the author’s internship experience in an international school in Shanghai.Using a case study approach,the research uses classroom observations and interviews to collect relevant materials,and uses content analysis to analyse the content and methods of redevelopment of Chinese teaching materials in international schools,and to explore the characteristics of redevelopment of Chinese teaching materials in international school settings,in order to provide insights into redevelopment of Chinese teaching materials and teacher training in international schools in similar situations.The study found that the redevelopment of Chinese teaching materials by W teacher‘s teams was closely linked to the curriculum standards,with emphasis on the development of thinking;a dynamic grasp of the teaching and learning process,with learner-centred content close to the students’ reality;and a deepening of the meaning of "teaching materials" and the use of learning worksheets for teaching.On this basis,this paper proposes that international school teachers should base their redevelopment of Chinese teaching materials on the school’s unique school system and teaching contexts,and tailor their redevelopment to the local context in terms of principles,content and methods.At the same time,the paper proposes targeted strategies to address the limitations of the case development results,such as the lack of a systematic and scientific assessment framework,in the hope that international schools can adjust their professional training strategies for teachers and provide more support for teaching and research.