從內在及外在情景視角分析香港德育與公民教育的課程決定

從內在及外在情景視角分析香港德育與公民教育的課程決定

Preliminary analysis of curriculum decision making of Hong Kong moral and civil education from external and internal contextual perspectives

• 區耀輝 香港初等教育研究學會

香港教師中心學報, 9, 27-33, 2010

香港

香港教師中心

2010

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GF Humanities & Arts
    • GFA Teaching Objectives, Curriculum & Evaluation

Citizenship Education Values Education Cultural Influences Political Influences Politics of Education Curriculum

• Hong Kong

• 1997.7 onwards

• Primary Education
• Secondary Education

德育及公民教育是2001年香港課程改革中四個關鍵項目之一，學校推行德育及公民教育是否成功，對學生的身心發展，以至社會的整體安定繁榮也有著密不可分的關係。政府於2001年就四個學習階段訂下德育及公民教育的課程框架，並在2008年作出修訂。本文以課程決定為討論的切人點，嘗試從內在及外在情景的視角，引用不同學者提出的相關理論作初步探討，並提出對香港德育及公民教育發展的個人觀點。
The Moral and Civic Education is one of four key tasks in the Hong Kong curriculum reform 2001. Whether the implementation of school moral and civic education is successful or not, it will impact the development of the student's body and mind, and even the stability and prosperity of the society as a whole. The government subscribed the moral and civic education curriculum framework in 2001 on four learning phases, and made the revision in 2008. This article attempts to explore the issue in view of curriculum decision making and from internal and external context perspectives together with related theories. Author’s point of view on the future development of Hong Kong moral and civic education will also be made.
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

• Chinese

Journal Articles

• 16828984

https://bibliography.lib.eduhk.hk/bibs/5dbedf4e

2011-03-01