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  • Book Chapters

    1. 香港中小學課綱的規劃現況與實施歷史:歷史和背景,以及規劃之整體特色
    Document Type: Book Chapters
    Pages: 167-220
    Year published: 2020
    City published: 台北市
    Publisher: 五南圖書出版公司
  • Journal Articles

    2. "That's just impossible in my kindergarten." Advocating for 'glocal' early childhood curriculum frameworks
    Document Type: Journal Articles
    Year published: 2020
    Publisher: Sage Publications Ltd.
    As a result of globalization, kindergarten curriculum frameworks in Asia have been strongly influenced by Western theories, pedagogies, and values. In this article, we argue that Singapore's Nurturing Early Learners and Hong Kong's Kindergarten Education Curriculum Guide present key notions that are inconsistent with cultural values that are deeply rooted in these two societies. To overcome the challenges these inconsistencies trigger for teachers, principals, teacher educators, and parents, we advocate for the design of 'glocal' (global/local, explicitly hybrid) curriculum frameworks, based on principles that are culturally appropriate and socially situated. Drawing on recent research studies, we analyze current curriculum/practice gaps in relation to the notions of Child-Centeredness, Quality Interactions, Creativity and Self-Expression, and Play. In seeking the global/local balance that is needed in Singapore and Hong Kong, four alternative glocal notions are proposed: Child-Appropriateness, Pedagogical Quality, Arts Engagement, and Child-Led Activities. We conclude there is an urgent need for generating a solid corpus of local research in both jurisdictions, which should guide subsequent curriculum reforms and teacher preparation models. Our final aim is to contribute to early childhood education policy discussions in Asia, against the background of internationalization. Copyright © 2020 The Author(s).
  • Journal Articles

    3. Does the international Baccalaureate 'work' as an alternative to mainstream schooling? Perceptions of university students in Hong Kong
    Document Type: Journal Articles
    Year published: 2020
    Publisher: Routledge
    Across East and Southeast Asia, the International Baccalaureate (IB) is expanding and diversifying. More students from affluent families are 'opting out' of mainstream schooling to take the IB's Diploma Programme (DP), which is marketed as a distinctive skill-based education that prepares students for university. This research investigated how DP alumni reflect on their educational experiences in developing cognitive and non-cognitive skills and as preparation for elite universities in Hong Kong. An online undergraduate survey (n = 734) found that DP alumni self-perceived higher capacities than non-DP alumni in communication, creativity, critical thinking, cultural sensitivity, global-mindedness, leadership, and time management. In interviews (n = 42), DP alumni perceived the DP as a privileged educational experience that 'worked' in developing cognitive and non-cognitive skills. The DP alumni were overall positive about their DP experiences in developing skills for university preparation. However, there were complexities as the DP alumni also perceived that students from mainstream schools were often better prepared for pedagogy and assessments in the context of higher education in Hong Kong. Copyright © 2020 Society for Research into Higher Education.
  • Journal Articles

    4. 香港課程實施影響因素之分析
    Document Type: Journal Articles
    Source: 全球教育展望, 2001(5), 30-35, 2001
    Year published: 2001
    Publisher: 華南師範大學
    課程實施是課程改革取得成功的關鍵因素之一。本文試圖透過目標為本課程這個案例,從改革特性、整體策略、教師發展、資源提供、學校行政和教師文化等幾方面,剖析影響香港課程實施的諸多因素。研究表明,雖然政府已經意識到課程實施的重要性,並採取了一些相應措施,但是許多不利因素依然存在。因此,此項改革的課堂實施情況,與改革的理想之間,還存在巨大的反差。目標為本課程,遠非一項成功的改革。 Copyright © 2006 華東師範大學.
  • Journal Articles

    5. 從目標為本課程看香港教育變革的誤區和轉型
    Document Type: Journal Articles
    Source: 華南師範大學學報(社會科學版), 2002(1), 82-86, 2002
    Year published: 2002
    Publisher: 華南師範大學
    成功的教育變革,取決於多種因素,包括:變革的規模和複雜性適中,易於操作;變革的策略是民主的、問題解決式的;通過各種靈活的方式發展教師的知識和信念;教師能夠從變革中獲取利益;學校行政的支持和教師文化的配合。成功變革的指標,應該是該項變革制度化、持續化,整合成為學校的常規。 Copyright © 2002 華南師範大學.
  • Journal Articles

    6. 課程與教學改革的展望:加強理論與實踐的對話
    By: 李子建
    Document Type: Journal Articles
    Source: 北京大學教育評論, 2(2), 75-87, 2004
    Year published: 2004
    Publisher: 北京大學
    要進一步完善課程與教學改革,我們必需加強理論與實踐的對話。本文第一部分探討課程與教學理論與實踐之間的關係,以及兩者出現差距的原因;第二部分探討實踐者研究(或教師研究)作為強化理論與實踐的對話之一個取向,並根據有關文獻探究,將實踐者研究的目的、與學術研究的關聯、溝通方式組成一個初步架構,亦會討論香港一些實踐者研究(如行動研究)的例子;第三部分探討課程與教學理論工作者的研究取向如何在實踐層面有助於課程與教學改革,並對學術的理解,以及大學與學校建立夥伴關係的定位作一審視。To further improve curriculum and instructional reforms, we need to strengthen the dialogue between theory and practice. This article is divided into three parts. The first part explores the relationship between curriculum and instructional theories and practices as well as reasons behind the discrepancy between theory and practice. The second part discusses the practitioner research (or teacher research) as one of the approaches for reinforcing the dialogue between theory and practice. This part refers to Zeichner and Noffke’s literature review and formulates an initial framework based on the components of purposes, relevance with academic research, and modes of communication. Examples of practitioner research (e.g., action research) in Hong Kong will be discussed. The third part highlights how the research approach of experts on curriculum and instructional theories (scholars) enhances curriculum and instructional reforms as well as examines the understanding of scholarship (e.g., Boyer’s scholarships of discovery, integration, application and teaching) and the orientations of university and school partnerships. Copyright © 2004 北京大學.
  • Journal Articles

    7. How does globalization shape the interdisciplinary curriculum development in Hong Kong's education reform?
    Document Type: Journal Articles
    Source: Curriculum and Teaching, 35(1), 23-51, 2020
    Year published: 2020
    Publisher: James Nicholas Publishers, Pty. Ltd.
    There has been a worldwide interdisciplinary curriculum development. By examining several official interdisciplinary curriculum in Hong Kong, this paper argues that curriculum integration which incorporates learning about globalization and global citizenship has gradually developed since the late 1990s. By using cross-sectional focus group interviews with experienced teachers and a sample of students, the author identified benefits such as enhancing students' interdisciplinary knowledge and applying critical thinking. But limitations can be found in having a weak disciplinary knowledge and difficult to develop transferrable skills, which necessitates teacher training. This paper also discusses the recent Liberal Studies controversy and youth protests. Copyright © 2020 James Nicholas Publishers.
  • Journal Articles

    8. 香港新一輪科學教育課程改革 : 緣由、理念與舉措
    Document Type: Journal Articles
    Source: 湖南師範大學教育科學學報, 2019(4), 119-125, 2019
    Year published: 2019
    Publisher: 湖南師範大學
    香港科學教育課程改革既有自身持續更新的內在需求,又受到社會經濟及科技發展的驅動,以及全球教育改革趨勢的推動。科學教育課程從"知識和理解""技能和過程""價值觀和態度"等三個方面建構了以培養學生科學素養為目標的課程體系,旨在落實以學生為本的課程理念。通過開放而具彈性的課程架構、課程設置的連貫與統整、多樣化的教學策略,推進既定課程目標與理念的實現。香港科學教育課程改革過程中體現出的變革素養、課程內容的結構化設計、注重能力培養的綜合化學習方式,可為內地科學教育課程改革提供參考。
  • Journal Articles

    9. 世界一流學科的組織要素及互動關系研究 : 基於香港大學教育學科的案例
    By: 全守杰
    Document Type: Journal Articles
    Source: 大學教育科學, 2019(2), 107-113&127, 2019
    Year published: 2019
    Publisher: 湖南大學
    學科建設與學科組織之間的關係是一流學科建設理論研究和實踐探索的重要課題。以組織要素的視角研究香港大學教育學科的發展狀況,發現其具有引領教育研究與實踐的發展目標、匯聚全球的科研人員、以學科研究平台促進知識交流、擁有豐富的學術物質資料這四個方面的特征。橫向的學科研究平台在學科發展中居於主導的地位。學科研究平台整合科研人員,以學術物質資料為基礎,通過對知識信息的搜集、分析、整理、加工、研究和傳播,實現知識的再生產,促進學科目標的實現。內地在"雙一流"建設進程中,可以進一步優化學科組織制度設計,整合學科組織的各項資源,形成學科研究領域的不可替代性,從而更好地推進學科發展。
  • Journal Articles

    10. Moral education in Hong Kong kindergartens: An analysis of the preschool curriculum guides
    Document Type: Journal Articles
    Source: Global Studies of Childhood, (0), , 2019
    Year published: 2019
    Publisher: SAGE Publications
    Adolescent problems in Hong Kong have brought questions about their moral development and mental health to light. Moral education for preschool children will be strategically important to address these issues because applying early educational interventions to preschool children will effectively enhance their personal development. This article highlights the inadequacy of the Hong Kong preschool curriculum guides in the promotion of moral development in children. The lack of a consensus about the values and character that preschool children should develop is a fundamental problem of implementing preschool moral education in Hong Kong. If moral education is regarded as a school curriculum, either formal or informal, the objectives, content and assessment should be closely adhered to one another. In addition, the learning and teaching activities should also be in line with student's developmental characteristics and experiences. The O-C-A model is then proposed for moral education in the preschool settings of Hong Kong. Advice has also been made for the promotion of moral education in Hong Kong's early childhood settings.
    [Copyright of Global Studies of Childhood is the property of SAGE Publications.]
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