A study of teachers' paradigms of the 'China Today' module in Hong Kong under one country and two systems

A study of teachers' paradigms of the 'China Today' module in Hong Kong under one country and two systems

在一國兩制下香港的「今日中國｣課程的教師範式研究

• Yau, Dick Tak Sang Biola University

New Horizons: The Journal of Education, Hong Kong Teachers' Association, 57(2), 74-90, 2009

Hong Kong

Hong Kong Teachers' Association

2009

• M Teachers & Education for Teachers
  • MG Identities, Attitudes & Opinion of Educational Workers
• G Curriculum, Teaching & Learning: Specific Disciplines
  • GF Humanities & Arts
• G Curriculum, Teaching & Learning: Specific Disciplines
  • GJ Interdisciplinary

Citizenship Developmental Perspective On Teaching 公民教育 發展教學觀點

• Hong Kong

• 1997.7 onwards

• Secondary Education

Background: During the period of British colonial rule, the nature of civic education in Hong Kong was characterized as denationalized, depoliticized and decontextualized. The 1984 Sino-British Joint Declaration substantially altered the nature of civic education. The "China Today" module of Liberal Studies (LS) was one of the results of the re-engineering the civic education. The teachers' paradigms of the "China Today" module were explored because the module used national themes as materials to inculcate values in students and is directly related to both citizenship education and national education.
Aim: The aim of this study is to examine teachers' paradigms of the "China Today" module through their conceptualization of citizenship and their perspective on teaching. Samples: Four secondary teachers of the "China Today" module were invited to participate.
Methods: Questionnaires, semi-structured interviews and non-participant observation were used to assess the teachers' perception and practices.
Results: Data from the questionnaire and interviews revealed that the four teachers highly valued moral, socially concerned citizens and democratic citizens. In terms of aims and approaches to citizenship education, the four teachers embraced the notion of citizenship as competence as aim and reflective-inquiry approach, but only two teachers were able to carry them out in the classroom setting. Another two teachers used transmission approach.
Conclusion: Framed by the notion of citizenship as competence as their aim and equipped in issue-enquiry or reflective-inquiry approach, and experienced in developmental perspective on teaching, the CSS2 and CSS3 teachers were able to cultivate in student' dispositions and skills. Teachers unaware of the citizenship framework and unfamiliar with the developmental perspective on teaching found it difficult to cultivate rational aspects of students.
背景：在英國統治期間，香港公民教育有以下的特色：就是課程不涉及祖國和政治，並且沒有脈絡。1984年，中英聯合聲明大大改變這本質。通識教育中的今日中國就是公民教育改革的成果之一。老師的典範與公民教育及國民教育息息相關。
目的：這項研究目的：透過公民概念及教學的觀點，來探究四位教授“今日中國”單元老師的典範。
調查對象：四位教授“今日中國”單元的老師。
調查方法：受訪者填寫問卷調查和接受訪問；研究員並在課堂上進行不參與觀察，然後將兩組資料作比較。
調查結果：問卷調查和訪問顯示四位老師偏向喜歡有道德、關懷社會，和民主的公民。從課堂上不參與觀察，四位老師都以提高公民能力為目標，但只兩位老師能有系統地以反思探究方法組織課堂活動。
總結：兩位較有經驗的老師以提高公民能力為目標，運用反思探究方法及發展角度教學組織課堂活動，故他們較有效地培養學生公民氣質及能力。
[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Associationl is the property of Hong Kong Teachers' Association at http://www.hkta1934.org.hk/]

• English

Journal Articles

• 16831381

https://bibliography.lib.eduhk.hk/en/bibs/ec7c5bbb

2010-12-02