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  • Journal Articles

    1. 教學鋪排的合理性:以香港數學教科書中相似圖形課題為例
    Document Type: Journal Articles
    Source: 臺灣數學教師, 41(2), 1-21, 2020
    Year published: 2020
    Publisher: 台灣數學教育學會
    數學教科書的設計和內容鋪排對教師的教和學生的學均十分重要。除了學習目標、學習內容和相關的學習活動外,教科書所提供的可能的學習軌跡亦指出了如何帶領學生從一個知識點過渡到下一個知識點,這對於教師實施教學至關重要。這種學習軌跡的佈置並非一成不變的。本文以中學數學相似圖形這一課題為例,分析香港在不同時期的數學教科書中的內容編排,從中尋找該課題在教科書中佈置的歷史脈絡和變遷,並以此討論對於該課題合理的教學鋪排方式,也希望對其他數學課題的教學有所啟示。 Copyright © 2020 國立臺灣師範大學數學系、台灣數學教育學會.
  • Journal Articles

    2. School-STEM professional collaboration to diversify stereotypes and increase interest in STEM careers among primary school students
    Document Type: Journal Articles
    Year published: 2020
    Publisher: Routledge
    Developing students’ interest in STEM careers in STEM education is important. This study explored the impacts of STEM instruction involving scientists or engineers on 224 Hong Kong students’ interests in STEM careers and their stereotypes about STEM professionals. The teachers who participated in professional development, namely “School-STEM professional collaboration”, implemented the STEM instruction with support from educational researchers and invited STEM experts. Throughout the STEM instruction, students were provided with STEM role models, and were engaged in authentic and hands-on activities to mimic the research work of invited STEM experts. Data were collected through pre- and post-surveys and were analysed using descriptive statistics, t tests, and ANOVAs. The results revealed increased interest in STEM careers, and more positive perceptions of STEM professionals among the students after the instruction. In addition, the impacts of the instruction were found to be influenced by gender-matching between students and STEM professionals. Girls were more likely to improve their interests and alter stereotypes with exposure to female role models. It can be concluded that the STEM instruction diversifying the stereotypes of STEM people can be beneficial to students. This study has implications for supporting more effective STEM education in primary schools. Copyright © 2020 National Institute of Education, Singapore.
  • Journal Articles

    3. Predictors of in‐school and out‐of‐school sport injury prevention: A test of the trans‐contextual model
    Document Type: Journal Articles
    Year published: 2020
    Publisher: Wiley-Blackwell Publishing Ltd.
    The current study aimed to predict secondary school students’ motivation toward sport injury prevention in “in‐school” and “out‐of‐school” contexts, and their sport injury prevention behavior at 3‐month follow‐up using the trans‐contextual model (TCM). Hong Kong secondary school students (N = 1566; mean age = 13.34 years, range = 11 to 19; female = 49.42%) were recruited. Participants were asked to complete a survey comprising previously validated scales measuring TCM constructs at baseline and a measure of sport injury prevention behavior at follow‐up three months later. Structural equation modeling (SEM) was used to examine the hypothesized paths among TCM constructs. A SEM specifying hypothesized paths among TCM variables showed acceptable fit with the data (χ²(29) = 418.55, CFI = .93, TLI = .90, and RMSEA = .09, 90% CI [.09, .10], and SRMR = .05). Findings supported tenets of the TCM: the effects of perceived autonomy support from PE teachers on in‐school autonomous motivation toward injury prevention, the trans‐contextual relationship between students' “in‐school” and “out‐of‐school” autonomous motivation toward injury prevention, and the effects of autonomous motivation toward injury prevention on social cognitive variables and subsequent sport injury prevention behaviors. Results supported the tenets proposed within the TCM in predicting students' “in‐school” and “out‐of‐school” autonomous motivation toward sport injury prevention. Findings underscore the potential importance of autonomy support from PE teachers in facilitating students’ sport injury prevention behaviors. Further longitudinal and intervention research is warranted to establish temporal and causal effects of TCM variables in sport injury prevention. Copyright © 2020 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.
  • Book Chapters

    4. 生命歷程增長與生命素質增長:香港中學佛化生命教育初探並與小學做對比研究
    Document Type: Book Chapters
    Pages: 1287-1308
    Year published: 2020
    City published: 香港
    Publisher: 香港中文大學人間佛教研究中心
    研究團隊曾發表〈香港小學佛化生命教育初探〉的論文,而在兒童至青少年階段,主要的生命場景,都是在學校中度過的。因此,研究團隊在完成了香港佛化教育的初探以後,顯然目光應朝向生命教育的另一階段――中學教育。以此因緣,研究團隊走訪了二十一所香港佛教中學,以見出「香港中學佛化生命教育」的實況。研究團隊在中學佛化生命探索之際,不斷反覆自我提問︰中學生由於其生命由純粹而駁雜,是可能引致其生命素質下降的根源。那麼難道我們建議他們不要成長嗎?可以拒絕由知識而帶來的「所知障」嗎?那麼學校和老師的角色又當如何?怎樣才算得是一位能導引生命的導師呢?凡斯種種,皆能緊扣生命素質的主題而問。中學生較小學生的生命由純粹而駁雜,知識由「為學日益」而見長,但西方學者推行的道德教育,往往由於道德知識與道德行動分離,不能兼顧︰意願、行為和判斷三個層面的結合,才會出現「所知障」的問題。生命素質的提升,並非僅止於知識的提升而已,這亦正是重在知識與技巧的現代教育方向,尤其強調「基於果效的學習」(outcome based learning) 的主要盲點所在。所有成功的生命素質教育,必然具有以下兩種特質︰其一、必須對知識有「辯證式」的提升,才有真正生命素質的提升。易言之,不能光看問題的正面,也必須從反面思考,最後把正反兩面結合,才看提升到新的境界。這正是青原惟信禪師「見山是山」、「見山不是山」、「再見山是山」的思考模式。不過,這個新的境界,也會變成你現時的正面思維,必須不斷再經歷前述的提升,才會再有生命素質的提升。其二(甚至是最決定性的因素)、生命導師的最重要功能與價值――以身為範。前引青原惟信禪師的偈語,其重點不惟落在智慧境界的提升上,而在於個人體會「親見知識」,才「有箇入處」,又親嘗其內心之轉折、奮鬥,才可說「得箇休歇處」。能有內心的體會,才「許汝親見老僧」。如果純粹談知見,有人既能完全把握「見山是山」等三層辯證的意涵,則他已在智能上,超越了一般的見地。則准許他親見老僧,難道是為了嘉獎其聰明才智嗎?如是,又稱得上是生命的學問嗎?因此,禪師要親見此人,乃要把自身生命中經歷的種種,傳授予此見道之人,讓他在生命上有真實的提升和鞏固也。則所謂生命導師者,非惟內容上指導,而在內心的體貼、點撥、提撕之地用功也!The research team has published previously a “Preliminary Study of Buddhist Life Education at Primary Schools in Hong Kong”. Since most of one’s early life is spent in formal education, the team has gone on to investigate life education in the next phase in 21 Buddhist secondary schools. During this process, the team has kept questioning themselves: “Should we discourage students to grow up if complexity in life is the main cause of their deteriorating life quality? Can we refuse hindrances to wisdom-knowledge (jñeyāvaraṇa)? What roles should schools and teachers play? What comprise a life mentor?” Every question asked is relevant to life quality.A secondary school student has a life complicated (less pure) than a primary school student’s. Knowledge is gained by everyday learning. However, the moral education western scholars have proposed separates moral knowledge and moral actions, one cannot be aware of both. Jñeyāvaraṇa occurs when problems from will-, action-, and judgment-levels combine. Improving life quality does not only involve an
  • Conference Papers

    5. The effects of teaching English morphological structure awareness: Evidence from a randomized-controlled trial study with Hong Kong Chinese primary grade students
    Document Type: Conference Papers
    Conference: 4th Annual Conference for the Association for Reading and Writing in Asia (ARWA 2020) (2020: Beijing, China)
    Morphological awareness (MA) was defined as “awareness of morphemic structures of words and the ability to reflect on and manipulate that structure” (Carlisle, 1995, p.194). MA is viewed as a multi-faceted construct, including aspects like inflectional, derivational and compounding morphology. It has been identified as a crucial metalinguistic awareness influencing children’s literacy outcomes. Though a growing body of evidence has shown positive the effects of MA instructions, it remains relatively unclear regarding what components of MA instructions uniquely contribute to literacy outcomes. This study adopted randomized controlled trial design and examined the effects of English morphological instructions on improving word reading, reading comprehension and spelling skills in 29 Hong Kong Chinese third graders who speak English as a second language. Students were randomly assigned into three groups: a) derivational morphology group (n = 10), b) compounding morphology plus derivational morphology group (n = 10) or c) business-as-usual group (n = 9). All children received intervention for 8 hours (two 30-min sessions per week for 8 weeks) and were administered a battery of linguistic and cognitive tasks, including non-verbal intelligence, inflectional, derivational and compounding morphology, vocabulary, word reading, spelling skills and reading comprehension at pretest and posttest. The results of the study would be discussed in the presentation. The findings may shed light on the causal role of morphological awareness on literacy development as well as the optimal manner in teaching morphological awareness. Copyright © 2020 ARWA.
  • Conference Papers

    6. Adapting Sydney School genre pedagogy for development of critical literacies in L2 settings: Case studies in Hong Kong, Thailand and Sweden
    By: Liu, Yiqi
    Document Type: Conference Papers
    Conference: International Conference on English Across the Curriculum 2015 (2015: The Hong Kong Polytechnic University, Hong Kong)
    This paper investigates the application of Sydney School genre-based approach (Rose and Martin, 2012) for developing critical literacies in L2 settings. Genre-based pedagogy was originally developed in Australia to provide disadvantaged learners with more accessible instruction of academic literacy and its potential to improve students' critical thinking skills remains considerably under-investigated. With comparative case studies of one Secondary 6 class in a Thai bilingual secondary school, one Secondary 4 class in an EMI school in Hong Kong, and one Secondary 6 class in a Content and Language Integrated Learning program (CLIL) in Sweden, where English is not the medium of everyday communication, the paper explores the affordances of the genre-based pedagogy to improve secondary students’ critical literacies in L2 English regarding gender issues in the EMI Social/Liberal Studies curricula. Results indicate that a) the Sydney School genre-based pedagogy is effective for enhancing students' ability to express critical thoughts in L2 English in the three cases and b) it is important to adapt Sydney School genre-based pedagogy to the specificity of the L2 settings. The paper therefore proposes that more lexical and grammatical support should be offered to ESL secondary students for development of critical thinking in the social science classrooms. Copyright © 2015 The Hong Kong Polytechnic University. All Rights Reserved.
  • Journal Articles

    7. Learning about diversity in Hong Kong: Multiculturalism in liberal studies textbooks
    Document Type: Journal Articles
    Source: Asia-Pacific Education Researcher, 26(1), 21-29, 2017
    Year published: 2017
    Publisher: Springer
    Improving mainstream perceptions of diversity in Hong Kong is fundamental to enhancing equality and human rights in the society in the future. The importance of mainstream members of society learning to recognize diversity with less prejudice undergirds many of the aims of a recent educational reform, Liberal Studies. This paper evaluates the capacity of Liberal Studies to educate for multicultural understanding of cultural difference. Its primary data source is Liberal Studies textbooks, and it employs a qualitative content analysis to consider how diversity and ethnic, cultural, and religious differences are represented in the texts. The analysis is complemented by an examination of related resources teachers may use in the classroom (and are encouraged to use by the Hong Kong Curriculum Development Council): mainstream news articles and resources from the (government-provided) Web-based Resource Platform for Liberal Studies. The voices and views of some practicing teachers and pre-service teacher education students related to multicultural Liberal Studies resources are also included to provide a balanced picture. Based on this analysis, multicultural education as provided in major resources within the Liberal Studies curriculum appears inadequate. As diversity is reflected upon in resources analyzed here most often as problematic and stereotypical, interventions are needed if Liberal Studies is to enable multicultural appreciation and understanding among students in Hong Kong in the future. Copyright © 2016 De La Salle University.
  • Journal Articles

    8. Multiculturalism in Chinese history in Hong Kong: Constructing Chinese identity
    Document Type: Journal Articles
    Source: Asia Pacific Journal of Education, 39(2), 209-221, 2019
    Year published: 2019
    Publisher: Routledge
    Teaching young people to understand and appreciate diversity is crucial in Hong Kong efforts for a just and inclusive multicultural society. History is the main place where the cultural identity and values of Hong Kong society have been reflected on, questioned, and problematized in the curriculum, as changes to this curriculum interface with larger social and political changes of the society. Although diversity is emphasized in Hong Kong history curricula, representations of ethnic minorities provided in education may not always be effective toward multicultural aims. This research explores how multicultural content is expressed in Hong Kong Chinese history textbooks. In particular, we focus on how relationships between Han and minority cultures are represented in the texts, using qualitative content analysis. Based on the analysis, we elaborate three main descriptive codes and themes: (1) only majority perspectives are provided, (2) cultural superiority of the dominant group (the Han), and (3) plural monoculturalism, where minority views are treated as threatened and/or as threatening in relation to the society as a whole. We argue that these codes are in contrast with a multicultural stance that aims to enhance social justice and equity in relation to diversity, through providing balanced perspectives, including positive ethnic minority recognition and support for just forms of pluralistic integration. Copyright © 2019 National Institute of Education, Singapore.
  • Journal Articles

    9. Environmental attitudes and behaviors among secondary students in Hong Kong
    Document Type: Journal Articles
    Year published: 2016
    Publisher: Emerald Publishing Limited
    Purpose - Although researchers have identified correlations between specific attitudes and particular behaviors in the pro-environmental domain, the general relationship between young people’s development of environmental knowledge, attitudes, and behaviors is not well understood. Past research indicates that geographic context can play a role, while social factors such as age and gender can have a more significant impact on predicting attitudes and behaviors than formal education. Few studies have systematically examined the relationships between education and environmental attitudes and behaviors among youth in Hong Kong. The purpose of this paper is to report the findings of a study comparing secondary school students’ environmental attitudes and behaviors with age and related factors in two international schools and two government schools in Hong Kong. Students’ attitudes and behaviors were compared based on school type (curriculum), while the authors additionally compared the significance of social factors and attitudes on students’ behaviors.Design/methodology/approach - Attitudes were measured using the New Ecological Paradigm (NEP) and the NEP for Children (NEPC), the most commonly used, internationally standardized tools for investigating environmental attitudes and values of adults and young people for comparative purposes. The authors compared NEP/NEPC scores and student self-reported environmental behaviors using a short questionnaire.Findings - No significant differences were found in attitudes or behaviors based on school type. However the authors did observe a significant effect of gender and age on students’ attitudes, and a significant correlation of student attitudes in the NEP with students’ self-reports regarding air conditioning consumption.Originality/value - This study builds a foundation for cross-national studies and for evaluating the impact of curricula over time. Copyright © 2016 Emerald Group Publishing Limited.
  • Journal Articles

    10. Reading fluency and its influence on Chinese reading teaching in Hong Kong
    Document Type: Journal Articles
    Source: Languages and International Studies, 22, 1-22, 2019
    Year published: 2019
    Publisher: Wenzao Ursuline University of Languages
    This study is based on the data analysis of reading assessment of PIRLS 2016 in Hong Kong, students were found to have poor performance in both reading behavior and attitudes, ranking low compared with international levels. Reading fluency is directly related to this low ranking. This paper discusses the three elements of reading fluency which are accuracy, automaticity, and prosody, and includes suggestions for improvements. The repeated reading training methods is also advised. In addition, this paper also focuses on the importance of enhancing prosody awareness in reading. It is hoped that the Education Bureau in Hong Kong can advocate, and support the primary and secondary schools to pay attention to fostering students' prosody awareness in the Chinese reading class in order to improve the reading fluency of students in Hong Kong. Improving reading fluency will result in improved reading literacy, which in turn is an important factor in the development and competitiveness construction of the country and individuals.本文通過對香港PIRLS 2016閱讀測評中的相關數據分析後發現:香港學生存在嚴重的閱讀行為態度問題,在PIRLS 2016的排名中處於國際末尾。而這一問題的存在與學生的閱讀流暢性程度高低有直接關聯。鑒於此,本研究進一步提出如何完善閱讀流暢性三要素(準確性、自動化和韻律)方面的培養,及增加「重複閱讀訓練」的方法。此外,本研究還提出提升韻律意識在閱讀中的重要性。寄希望於香港教育局可以將對學生韻律意識的培養放到中文閱讀課堂中來,以此提升香港學生的閱讀流暢性,進而提高其閱讀素養能力,這反過來又是國家和個人發展和競爭力建設的重要因素。Copyright © 2019 文藻外語大學.
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