從內地與香港教學交流談到「香港學習者悖論」

從內地與香港教學交流談到「香港學習者悖論」

• 黃毅英 香港中文大學課程與教學學系

香港教師中心學報, (6), 75-79, 2007

香港

香港教師中心

2007

• C Psychology & Learning
• G Curriculum, Teaching & Learning: Specific Disciplines
  • GC Mathematics & Statistics

• Hong Kong
• China

• 1997.7 onwards

• Primary Education

過去數十年間，亞洲學生的出色表現，尤其是在數學方面，震驚了很多社會學家、教育學家和心理學家，形成了「華人學習者現象」的研究方向。許多論述將這些成功歸因於儒家思想本身，與此同時，亦有學者提出不要「過份儒家化」的驚號。有關這個課題的注意力漸漸轉到找尋中國傳統教學理念到對當代教學的啟示，希望由此汲收寶貴的教育文化遺產，從而優化今天的教學。而隨著香港與內地教育交流的日漸頻繁，兩地差異亦帶來進一步的反思，如何互相取長補短是值得探討的又一個課題。
In the past decades, the outstanding performance of Asian students, especially in the subject of mathematics, had raised the eyebrows of sociologists, educationalists and psychologists, which spawned the research direction of "Asian Learner's Phenomenon". Many of the studies attributed the success of Asian learners to the ideology of Confucianism itself. At the same time, cautions were made not to "over-Confucianize" in such explanations. The attention has also turned to the identification of the Chinese tradition of learning, aiming at shedding light to contemporary pedagogical practices. At the same time, with more frequent interflow among educators in Mainland China and Hong Kong, the cultural differences brings about further reflections. What lessons we can learn from such reflections could be another issue worth exploring.
[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/a4b1f8b9

2011-06-11