In the last 20 years, humane education (HE) has undergone a paradigm shift from a simple animal welfare education model to a teacher-led positive education approach that cultivates kindness, love, and empathy in children and youth. While teachers’ humane attitudes are considered a prerequisite for HE program success in school settings, their attitudes toward animals have received little attention to date. This study investigated pre-service teachers’ humane attitudes toward animals and assessed whether and to what extent these attitudes are correlated with empathetic tendencies as well as variables such as gender and current and previous pet ownership. A total of 226 pre-service teachers in Hong Kong completed the Animal Attitude Scale (AAS) and the Davis Interpersonal Reactivity Index (IRI). The results showed that pre-service teachers showed moderate concern for the humane treatment of animals, and a difference in humane attitude was identified based on sex: female pre-service teachers tended to express more humane attitudes than their male counterparts. Moreover, pre-service teachers with greater tendencies toward warmth and compassion demonstrated a more welfare-oriented attitude toward animals. The results of the current study support using HE as a positive education approach and imply that the provision of training for pre-service teachers and teachers should be given higher priority by humane educators. Humane educators are recommended to recruit pre-service teachers as HE program instructors in their research projects. Copyright © 2020 ISAZ.

香港地區出於殖民背景的特殊情況,其肩負國民教育重要責任的中國歷史科長期以來受到忽視。在香港回歸之際,香港當局為了更好的配合政權的銜接,開始重視在教育課程的改革,而中國歷史科作為教育課程的重要成員,則成為了香港回歸以後歷次教育改革的重點關注對象。本文以香港地區青年學生的國家認同狀況、中國歷史科的發展歷程以及中國歷史科的課程設置為論述重點,輔以對比香港、澳門兩地青年學生的國家認同及中國歷史科的課程設置差異來進行論述,總結分析香港地區中國歷史科與青年國家認同之間的相關關係,並進行總結思考與展望。第一章節緒論部分,重點論述了本次選題的背景與意義,香港自回歸以來,在青年學生群體所顯示的調查結果中,關於國家認同和身份認同模糊且界定不清,更有青年群體動亂事件頻繁發生,不少專家學者將其與香港特殊的中國歷史課程聯系在一起,認為中國歷史科課程設置是影響香港地區青年學生國家認同的關鍵原因。第二章節主要對文中的關鍵詞、相關概念及其相互之間的關係進行了解釋與敘述。首先是對歷史科、中國歷史科與中國歷史等專有名詞進行解釋;其次是對國家認同概念做簡單敘述。國內外對國家認同概涵研究眾多,本文重在解釋國家認同的經典定義和與本文相關的國家認同的外延;最後,運用馬克思主義的基本原理對中國歷史科與國家認同之間的關聯進行了科學論證。第三章節,重點梳理了香港地區中國歷史科的早期發展歷程。在香港回歸前,中國歷史科歷經波折終於在眾科目中脫穎而出,以獨立成科,但是在香港回歸後的幾次重要教育改革中,中國歷史科又面臨著“邊緣化”與“廢科”的危險。第四章節是在描述香港回歸以來青年學生歷年的國家認同狀況的大量數據上,分析中國歷史科的課程設置變化對香港青年學生國家認同變化的影響。可以發現,每一次課程設置的弱化都使得學生對待中國歷史科從愛轉恨,同時呈現出了青年學生的國家認同感越來越低。經大量的數據分析顯示,中國歷史科課程改革與香港青年學生的國家認同呈正相關關係。最後一個章節在前文分析總結的基礎上,筆者對改善香港地區中國歷史科課程設置與青年國家認同的狀況思考與展望。改善香港地區學生的國家認同必須要改進中國歷史科課程設置:首先,從立法上給予中國歷史科堅強的保障機制;其次,統一教材與歷史分期,規範化培訓香港的教師隊伍;最後,要理智正確的處理香港史與中國史之間的關係。

Aims and objectives: To test the effectiveness of a musical training programme in promoting happiness and quality of life of Hong Kong Chinese underprivileged preschool children. Background: The impact of poverty and income disparity on the psychological wellbeing of children remains a profound global public health concern. There is substantial evidence that poverty and income disparity have many negative impacts on children's psychological well‐being, adversely affecting their quality of life. Methods: A nonequivalent, quasi‐experimental, two‐group, pretest and post‐test, between‐subjects design was conducted with 171 Hong Kong Chinese underprivileged preschool children (aged 3–6 years). Participants (n = 100) in the experimental group attended a weekly 1‐hr musical training lesson for 12 weeks conducted by the Music Children Foundation. Participants (n = 71) in the wait list control group received the same training after all data had been collected. Data collection for both groups was conducted at baseline and 12‐week follow‐up. The measured outcomes were happiness level and quality of life. A TREND checklist was completed. Results: Participants in the experimental group reported significantly higher levels of happiness (p = .002) and quality of life (p = .44) than those in the wait list control group. Conclusions: The present study indicates the effectiveness of a musical training programme in promoting happiness and quality of life of Hong Kong Chinese underprivileged preschool children. It also demonstrated the feasibility of implementing the programme in a community context. Relevance to clinical practice: This study aids to inform nurses the beneficial effect of the musical training programme in improving underprivileged children's psychological well‐being and quality of life. Indeed, community nurses may act as facilitators to promote the musical training programme to underprivileged children. The involvement of community nurses may greatly enhance the sustainability

Through the participation of local communities in the arts, Community‐Based Arts Education (CBAE) raises awareness of ecology and the environment, and also facilitates the search for and establishment of a socio‐cultural identity. It provides students with specific forms of experiential learning involving out‐of‐classroom experiences. Since 2003 the Education Bureau in Hong Kong has promoted learning arts in the community in an informal arts educational context. To suit the needs of CBAE, since 2011 the Leisure and Cultural Services Department has offered four successful community‐based arts educational schemes to local primary and secondary students. The aim of the schemes is to enrich students' knowledge of arts and culture and strengthen their capacities to learn arts appreciation and criticism. Between 2011 and 2013, over 30,000 primary and secondary students participated in the schemes. This article reports on a study of the schemes which aimed to identify key elements of good practice in CBAE from students' and teachers' perspectives. In this larges‐cale study, a total of 15,430 students between Primary 1 and Secondary 6 (age 6 to 17) and 1,306 teachers who participated in the schemes were invited to take part in surveys and focus group interviews. The results show that the three central tenets of self‐determination theory, namely, competence, autonomy and relatedness, are the key elements of good practice in CBAE. It is hoped that the research findings will enrich existing knowledge of and provide a new research direction for CBAE. Copyright © 2018 The Author.

This study attempts to explore the implementation of the New Senior Secondary (NSS) music curriculum and senior secondary school music teachers’ perceptions towards the NSS music curriculum in developing students’ creativity. In Hong Kong education reform, the necessity of developing students’ creativity was emphasized and “developing students’ creativity” was addressed as one of the four learning targets of music education. As the last step of Hong Kong education reform, senior secondary curriculum reform has been implemented in 2009. Compared with the previous senior secondary music curriculum, the NSS music curriculum contains more diversified teaching contents and assessment methods. Besides, since senior secondary students who select music as one of their elective subjects have to participate in a public examination, and the results directly related to whether they can be accepted by universities, senior secondary music teachers who are undertaking to teach the NSS music lessons are under a pressure of assisting students to get a positive result in the public examination. Under this circumstance, to what extent the learning target “developing students’ creativity” can be achieved through undertaking the NSS music should be further studied. In this study, seven in-service senior secondary music teachers were invited to share their arrangements of offering the NSS music and their perceptions towards the NSS music curriculum in developing students’ creativity. Since “Creating” was stated as the most effective module in developing students’ creativity in the NSS music curriculum guide, music teachers’ teaching practice for teaching the “Creating” part was asked particularly. Findings indicate that 1) the NSS music was only offered by a few of senior secondary schools; 2) most of the interviewees displayed a positive attitude towards the importance of creativity; and 3) most of the interviewees considered that students’ creativity cannot be significantly developed through

香港實行的中學新學制及西九文化區的建設為高等教育的課程重組、師資培訓、與社區接軌等方面帶來了契機，香港教育學院文化與創意藝術學系的課程設置也做了相應的調整。本文指出連貫的課程設置與培養有創意及有想象力的下一代是教改的關鍵，並從四個方面論述了課程重組與實施的策略：本科知識與教學法緊扣；正規課程與聯課活動(co-curricular activities) 聯系；開辦相關的音樂教育與文化藝術課程；課程善用社區資源。

Following the return of sovereignty to China in 1997, education reform in Hong Kong has been initiated and implemented on a massive scale. The Hong Kong Special Administrative Region (HKSAR) Government has made a concerted effort to improve the quality of education through the reforms, a point witnessed by the creation of a number of different policies and strategies over the course of the past decade. This chapter reviews the music curriculum reforms of 2002, and examines how education policy has impacted on school practices as a result. In the process, various issues, including the place of music in the school curriculum, assessment for learning, the motivation to learn, the nurturing of creativity, and the balance between Western and Chinese culture, are all examined.