我國香港地區和大陸有著相同的文化底蘊,在數學教育理念方面有很多相似之處。21世紀以來,香港在借鑒國外教育經驗和本地教育實際的情況基礎上進行了多次課程改革。在最新公布的TIMSS排名中,香港的學生在數學上取得了不錯的成績。函數是高中數學課程中重點內容,函數思想貫穿著整個高中數學的學習。三角函數是高中數學初等函數中的一個重要部分,學習三角函數可以加深學生對函數內容的進一步理解,同時也可以培養學生的邏輯思維能力和數學建模的思想,提高運用所學知識解決實際問題的能力。本文將運用課程難度模型對大陸普通高中人教A版教材與香港高中數學牛津版教材的三角函數部分的課程難度進行比較研究。研究的主要內容和結果:1.運用史寧中教授的課程內容難度模型對三角函數部分的課程難度進行了比較研究,得出:在課程時間上,人教A版的三角函數課程學習時間是32課時,牛津版的三角函數課程時間是25課時;在課程廣度上,人教A版的三角函數課程廣度比牛津版的三角函數課程廣度要更大;在課程深度上,人教A版的三角函數課程深度稍大於牛津版的三角函數課程深度。2.運用了鮑建生教授建立的數學題綜合難度模型對人教A版和牛津版教材三角函數部分的習題進行了比較研究,從探究、背景、運算、推理和知識含量五個因素上對習題進行了分析。人教A版教材在“探究”“背景”“運算”三個因素上高於牛津版教材,在“推理”“知識含量”因素上牛津版教材略高於人教A版。兩個版本的綜合難度模型的雷達圖大致的形狀基本上相似,在“運算”水平上人教A版的加權平均明顯要高於牛津版的,說明人教A版的教材習題計算量相對而言比較大;在“推理”水平上,牛津版教材相比人教A版更高,說明牛津版教材在習題設置上會更注重學生的推理過程。

Service-Learning has become a prominent term in Higher Education settings.Because of its nature,other similar key terms;for instance,Community learning,Internship,Practicum,and Volunteer work are often used in comparison.Nonetheless,they could be differentiated based on their ultimate goals.All the above works are done in communities,for,and with communities but Service-learning has two dimensions which are to Serve and to Learn.In certain circumstances,learning might not occur while serving;hence,reflection activities should take place in order to bridge community service to content-learning(Bringle,Phillips,& Hudson,2004).Service-learning is defined as as an educational approach that allow students to apply their knowledge from classroom when participating in community activities(Bringle,Reeb,Brown,& Ruiz,2016).Not only an approach,it could be also an undergraduate course,a program,or a project depending on each university.Sometimes it is taking place as a partnership work between two universities locally or other times as an international collaboration.This qualitative research study with 14 participants seeks to investigate a Servicelearning partnership project between a university in Cambodia,Royal University of Phnom Penh(RUPP)and Hong Kong Polytechnic University(PolyU).RUPP students and their facilitators were interviewed after they returned from Service-learning project trip entitled “Healthy Lifestyle Challenges in Developing Communities”.The objectives of the study were to examine how Service-learning was integrated to the curriculum of RUPP,what challenges,experiences,and success that students and facilitators faced during the project implementation.The findings indicated that Service-learning has not been officially integrated to the curriculum of RUPP yet.It was only introduced as part of a summer project which RUPP students could apply for volunteer to work in partners with PolyU students in order to assist them accomplishing their Service-learning course

學習語文知識、形成語文能力是語文教育的重要內容,而教科書是教育的重要媒介。助讀系統是語文教科書的重要組成部分,對學生學習知識和提高能力發揮著重要的作用。基於此,本文選取了香港特區的文思版初中階段語文教科書的助讀系統作為研究對象。本文首先明確助讀系統的概念,在此基礎上研究香港文思版初中語文教科書中助讀系統主要包括哪幾個方面。然後進行了比較研究,將這一版本的語文教科書助讀系統與大陸使用比較廣泛的三套語文教科書的助讀系統進行對比,從而總結香港特區與大陸地區的語文教科書當中助讀系統的異同。比較的目的在於說明香港文思版語文教科書的助讀系統有哪些優勢,可以為大陸語文教科書的助讀系統提供一定的參考,同時也有一些不足之處,應該加以改進。研究發現,在文思版的語文教科書當中,助讀系統主要包括三個類別:提示語類、注釋類和資料類。當中的提示語類別主要有編者語、單元的提示語和單位課文的提示語,注釋類指的是課下注釋,資料類主要是附錄部分,位於教科書的最後。其中,附錄的內容主要是針對教科書內容以及學生的實際需要所提出的問題,在對教科書整體結構和內容進行梳理的同時又能幫助學生認識自我,加強反思,是對學生提高語文能力的間接指引。由於這一部分對學生知識的學習和能力的提高發揮著一定的指引作用,因此,筆者在研究的過程中把它也列為了助讀系統的一部分。另外,通過對比分析發現,香港文思版助讀系統的優勢在於一方面對能力的培養更加注重,另一方面助讀系統更具有針對性,目標更加明確。同時,文思版的助讀系統也存在一些不足之處,比如缺少插圖部分等。總之,筆者希望通過本文的研究,明確助讀系統的內容,總結香港特區語文教科書助讀系統的優勢,為大陸地區語文教科書的編寫提供一定的參考。同時,對助讀系統的不足之處加以改進。

Under 'One Country, Two Systems', 'good citizens' ‐ as supported by pro-democratic positions ‐ and 'good citizens' ‐ as promoted by the Chinese government ‐ are seemingly in contradiction with each another based on their values and ideologies in Hong Kong. The competing values of citizenship are demonstrated by deep divisions within Hong Kong society, with pro-democratic groups advocating democratic values and initiating societal transformation, and their pro-establishment counterparts highlighting patriotic values and sustaining the status quo. From an educational perspective, teachers take on an essential role in the implementation of education policies designed to cultivate students who are 'good citizens'. This research employed a mixed-methods approach to examine Hong Kong teachers' perceptions of 'good citizens' based on their affinity with democratic and patriotic values. The findings indicated that rather than conflicting, patriotic values tended to be complementary to democratic values. Moreover, critical patriotic citizens with multiple identities who participate rationally and constructively in social and political activities might be more likely to facilitate democratic development in Hong Kong. These findings have implications for policy-makers responsible for the citizenship education and preparation of future citizens living within polarized and pluralistic societies, and they highlight the value of learning to live together in a complex world. Copyright © 2019 Intellect Ltd Article.

The possible roles of culture, gender, and age-related factors in decision making about socioscientific issues (SSIs) have been underexplored. To study the impact of culture and cross-cultural understanding on students’ decision-making, and how these impacts are possibly mediated by age and gender-related variables, 106 11–13 year old students and 60 15–17 year old students from three Hong Kong schools and four UK schools were engaged in decision-making about shark fishing. Data were collected on how students make decisions before and after interacting with their own peers and considering the views of their international counterparts, using discussion records, supplemented with focus group interviews. The findings show that students associated with the culture of shark eating do not necessarily identify with shark fishing. Three dimensions characterise students’ decisions: the human activities to be controlled, the ways to address issues arising from shark fishing, and the concerns underlying students’ decisions. Although students showed support for conserving sharks, there were nuanced differences between the two cultural groups, which were possibly mediated by gender and age factors. The findings provide support to the impact of cultural exchange on their own and others’ views on broadening students’ perspectives and stimulating their critical reasoning. Copyright © 2019 Informa UK Limited, trading as Taylor & Francis Group.

The dynamic of how civic education is framed during turbulent periods is illuminated through analysis of three Hong Kong official civic education curriculum guidelines (1985, 1996, 2012). Guidelines are publicly available, officially sanctioned statements of purpose that have particular relevance for education professionals and are used around the world to characterize educational initiatives. Our focus is on guidelines written during periods in which there was colonial hegemony by the United Kingdom (1985), an attempt to promote liberal democracy by the Hong Kongese (1996), and an assertion of Chinese nationalism (2012). We argue that guidelines about civic education are similar across these times of political turbulence. There are shifts in the content of the guidelines, but fundamental differences are not made explicit. The documents are not aligned with a theoretical framework of colonialism, liberal democracy, or Chinese nationalism, but rather, they are pragmatically oriented. The guidelines are signifiers of attempts to achieve normative stability. Copyright © 2019 College and University Faculty Assembly of National Council for the Social Studies.

The English language curricula in Hong Kong and mainland China place emphasis on ‘culture learning’. This study seeks to examine cultural depictions in two series of primary English language textbooks published in mainland China and Hong Kong. The study adopted Kachru’s three-circle model and Moran’s 4P framework (referring to products, practices, perspectives and persons) to investigate the breadth and depth of cultural presentation. The findings indicate that both series encompass content on the local culture as well as on foreign cultures. While the mainland textbooks focus on British culture in the inner circle through the cultural aspects of products and persons, insufficient attention is paid to other foreign cultures and the cultural aspect of perspectives. In contrast, Hong Kong textbooks include a wider range of foreign cultures and a more balanced presentation of various cultural aspects. However, both series contain mainly static and congratulatory cultural topics, and neglect the underlying value orientations. Copyright © 2019 Pedagogy, Culture & Society.

Since the 19th century, Chinese societies, as latecomers to modernization, have prioritized Western learning. Modelled on European and North American experiences, modern universities were created to serve this purpose. Having little linkage to their indigenous cultural traditions, they operate in Confucian socio-cultural contexts, with constant and longstanding struggles with their cultural identity. In recent decades, these societies have progressed remarkably well in higher education. Their experience could be seen as a cultural experiment that is placed highly on their sustainable development agendas. The products of their modern education systems especially at the elite level have demonstrated a grasp of both traditional and Western knowledge, with their very best universities well positioned to combine Chinese and Western ideas of a university in everyday operation. Such a bi-cultural condition contrasts sharply to the still largely mono-cultural (Western only) university operating environment in the West. The integration opens further space for their universities to explore an alternative to the Western academic model that has long dominated world higher education. Based on fieldwork at premier universities in Beijing, Hong Kong, Singapore, and Taipei, this article calls for a reconceptualized view of modern university development in Chinese societies. It argues that the experiment enables their top universities to bring back their cultural traditions to integrate with Western values and contribute to inter-civilizational dialogue.
[Copyright of Frontiers of Education in China is the property of Springer Singapore.]

This paper reveals the complex diversity that underpins ostensibly similar transnational education programmes (TNE), through a comparison of UK TNE in Malaysia and Hong Kong. It draws on data from two different yet cognate studies on the role of UK universities in delivering higher education in Asia. Some fine-grained and informative differences between the ways in which 'value' in TNE is constructed in different host contexts is revealed. The paper brings to light the 'voices' of TNE students and graduates, which are very seldom heard. The arguments adapt and extend the concepts of education as a positional good, and as cultural capital. For various instrumental, intrinsic and personal reasons the authors discuss in detail, UK TNE is more highly valued in Malaysia than in Hong Kong. The paper makes a wider contribution to knowledge on the changing landscape of international higher education and the impact on social and personal (dis)advantage.
[Copyright of Compare: A Journal of Comparative & International Education is the property of Routledge.]