Conception of teaching higher order thinking: Perspectives of Chinese teachers in Hong Kong

Conception of teaching higher order thinking: Perspectives of Chinese teachers in Hong Kong

• Yeung, Sze Yin Shirley The Hong Kong Institute of Education

The Curriculum Journal, 2015

Routledge

2015

• F Learning & Teaching
  • FA General Teaching Strategies, Different Instructional Methods

Higher order thinking Conception of teaching Chinese teachers Confucian thought Cultural influence

• Hong Kong

• 1997.7 onwards

• Unknown or Unspecified

Enhancing the higher order thinking (HOT) ability of students is a worldwide educational goal. This has also become a significant objective in the curriculum reforms in Hong Kong, which aims at better preparation of students to meet the challenges of the new era. Cultural aspects are often regarded as salient in determining approaches to teaching. The influence of Chinese traditions on teaching in Hong Kong has been discussed by many researchers, who found the thinking of Confucius still strongly influences the conception of teaching of Chinese teachers. By the in-depth interviews with 12 Chinese teachers, their conceptions of effective HOT teaching were examined. Nine teaching tips were suggested by the teachers. The list of HOT teaching tips reflects that intermingled values of Western and traditional Chinese education are embraced. The findings also show how Chinese values influence teachers' conceptions of effective HOT teaching and the results are discussed with reference to the influence of Confucian thought. The comparatively narrow conceptions regarding HOT teaching imply that certain cultural barriers are still hampering Hong Kong teachers in the post-handover period. One major recommendation is that an awareness of the cultural values of the context is important for any application of foreign methods of teaching.
[Copyright © 2015 British Educational Research Association.]

• English

Journal Articles

• 09585176

• 10.1080/09585176.2015.1053818

https://bibliography.lib.eduhk.hk/en/bibs/22a42307

2015-09-17