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  • 放手玩,放心教,放膽學:自由遊戲@學前教育的實踐和啟迪
  • 學與教博覽2018:攜手共創教育未來 (2018: 香港會議展覽中心,香港)
    • Hong Kong
    • 1997.7 onwards
    • Pre-Primary Education
  • 兒童天生有好奇心、愛玩、也愛結交朋友,並喜歡主導自己的學習。對兒童來說,遊戲與學習兩者實為不可分割。遊戲驅使兒童學習,兒童也從遊戲中獲得寶貴的成長經驗。因此自由遊戲是超越了教學目標的工具,而且是自我成長的空間。幼稚園教育指引(2017)的推出,鼓勵教育工作者推行自由遊戲。當大家只聚焦於時間及空間不足對推行自由遊戲的阻礙,往往忽略了成人「不當的介入」,會削弱了自由遊戲的成效。智樂與11間種子學校及香港教育大學合作,創設了一個超越時間及空間限制的自由遊戲模式。透過種子學校Playwork培訓計劃的設立,亦有助加強教育工作者實踐自由遊戲的能力。此計劃不單改變教育工作者對實踐自由遊戲的信心,更啟發他們在設計教學模式時,重視兒童的看法及自主學習。Children are born with innate curiosity, playfulness and sociability to direct their own experience. For children, play and learning are inseparable - Play drives children to learn, at the same time children also acquire valuable learning experience through playing. Therefore, play, especially free play should go beyond a learning tool but a self-development space. The implementation of the Kindergarten Education Curriculum (2017) encouraged educators to try out free play. While many teachers believe that “lacking of time and space” is the greatest barrier for free play, not many of them realize that “adulteration” – the inappropriate intervention from adult, would significantly undermine the effectiveness of free play. In partnership with 11 seed schools and the Education University of Hong Kong (EDUHK), Playright has developed a free playtime model with limited time and space. A Seed Schools Playwork Training Program was also developed to strengthen educators’ capacity of the essence of free play. A study indicated that free play opened up new perspectives about children’s abilities and thoughts. It also inspired teachers to reconstruct their understanding about free play. More emphasis on child initiated learning was promoted. Copyright © 2018 Learning & Teaching Expo.
  • 論文發表於「學與教博覽2018:攜手共創教育未來」,香港會議展覽中心,香港,中國。
    • Chinese
  • Conference Papers
  • 2020-02-04

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