Shatin Tak Ching Junior High School, Hong Kong, China

Abstract: Hong Kong junior high school Chinese teaching has long been situated in a teaching field with integrated bilingual contexts and prominent gaps in students’ language foundations. Issues such as mixed usage of Cantonese and Putonghua, a growing proportion of non Chinese speaking students, and rigid homogenized traditional teaching result in poor classroom adaptability, insufficient cultivation of higher order reading and writing competencies, and superficial cultural immersion. These problems make it difficult to satisfy the competency oriented educational requirements set out in the Chinese Language Curriculum Guide (2021). To address real world pain points in local Hong Kong Chinese teaching, this paper draws on front line junior high Chinese teaching practice in Hong Kong and innovatively constructs a three dimensional differentiated teaching design system featuring “cross context integration + task progression + immersive engagement”. Breaking the conventional fixed pattern of single text lecturing and one size fits all instruction, this design takes Hong Kong’s bilingual contextual features into consideration, attends to learning gaps between Chinese speaking and non Chinese speaking students, and builds a closed loop teaching paradigm consisting of gradient classroom tasks, immersive cultural scenarios, and diversified process oriented assessment. A one semester controlled classroom practice verifies that this innovative teaching design can effectively narrow gaps in students’ Chinese proficiency, enhance their capabilities in text interpretation, written expression and cultural awareness, and fit Hong Kong’s diverse student profile and curriculum reform orientation. It offers new practical pathways and replicable references for competency driven Chinese classroom innovation, implementation of differentiated instruction, and quality improvement for Chinese teaching under bilingual contexts in Hong Kong.

Keywords: Hong Kong junior high school Chinese; teaching design innovation; differentiated teaching; cross context teaching; immersive classroom; core Chinese literacy