(English) Huang Zhenzhong on Indonesian radio

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4 replies

  1. diwu118 (作者博客) 说:

    在 %I:%M%p 添加 2007年12月9号

    This is a very interesting point — particularly as it probably also translates into urban bias in standardized examinations (similar to the white, middle class, suburban bias in the US standardized testing system). So, I guess my next question would be, how should this problem be approached?

  2. Diane (作者博客) 说:

    在 %I:%M%p     添加 2007年12月11号

    Hu Yonghong, a member of RCEF’s Rural Teachers’ Network, said that his students didn’t know how to answer a question on their mid-term English exams which referenced guitars and other instruments which they did not know about. I think test makers should be more sensitive to the likely life experiences of rural students and make sure they don’t make test questions dependent on contextual knowledge. In addition to this, we should provide more extracurricular books to rural students that expose them to situations and things outside their current world experience and build up background knowledge they otherwise wouldn’t be exposed to.

  3. Wei Ji Ma (作者博客) 说:

    在 %I:%M%p 添加 2007年12月13号

    I agree. This sounds like a big problem. It would be good if future test makers spent some time teaching rural students as part of their training, to become more culturally sensitive. Also, then they can start including questions about rural topics in the tests, including agriculture, environment, and indigenous culture. I think that would also be very good for city kids and for the cohesion of the country.

  4. Helen.Lian (作者博客) 说:

    在 %I:%M%p     添加 2007年12月29号

    I agree as well.
    This contextual knowledge problem is reflected in teaching some subjects in general also, such as English. It is harder to make it relevant for rural kids compared to city kids. A lot of English teachers in rural areas told me that their students find English rather boring, and useless.

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