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  • Journal Articles

    1. 在融合教育中實踐服務學習概念:個案示範
    Document Type: Journal Articles
    Source: 香港教師中心學報, 18, 1-13, 2019
    Year published: 2019
    Publisher: 香港教師中心
    香港政府倡導融合教育,照顧學生多樣化,亦鼓勵學生達致全人發展,但教師工作繁忙,如何同時達成二者目標實屬挑戰。本文旨在為初高中和專上教育教師提供能夠糅合二者的教學方法,文章介紹了「服務學習」概念,強調教學時需「服務」和「學習」並重,給予學生機會設計和帶領活動,學習理解不同群體的需要,深入反思社會現況。研究團隊有系統地建立了一套「服務學習」框架,並以香港教育大學和香港浸會大學的合作計劃為參考示範。The advocate of inclusive education and whole person development has been one of the major missions of Hong Kong government, but to fulfill the goal of such mission in the classroom poses a great challenge to teachers. The present paper aims to provide a pedagogy for teachers of secondary and tertiary educations that achieves both the purposes of inclusive education and whole person development. The concept “Service-Learning” which emphasizes the importance of “service” and “learning” in teaching is introduced. Teacher following such pedagogy offers student chances to organize and undertake activity, to learn to understand the needs of different people and to have a deep reflection about the society. Our team, based on the concept, has developed a structural framework to operationalize the concept in teaching and a project co-organized by The Education University of Hong Kong and Hong Kong Baptist University is provided as case demonstration for reference. Copyright © 2019 香港教師中心.
  • Conference Papers

    2. 正向親子關係的基礎教育:透過創意解難框架培育資優生的情意發展
    Document Type: Conference Papers
    Conference: 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)
    講者將介紹香港資優教育學苑的「1+1」小組為介入策略以幫助資優生的情意發展。「1+1」小組是個親子平台,課程設計以創意解難 (Creative Problem Solving) (Isaken, Treffinger, Dorval, & Nollar, 2000) 模式為基礎,在有利學習的互動環境中滲入親子關係、自我認識、價值探索、同儕及體驗式學習等情意元素。是項研究以積極主動、預防性及發展性為導向形式,在三個重要範疇培養正向親子關係,這三個範疇分別是:調整家長期望、正向親子溝通,以及運用創意解難 (CPS) 模式促進資優生的情意發展。研究結果對資優教育(即三層架構中的第一及第二層次)的教育同工有重要的教育意義,並為學校提供了促進資優生情意發展的做法範例和相關資訊。An intervention programme called “1+1” Group is provided by the Hong Kong Academy for Gifted Education for affective development of gifted students. It is a parent-child group which is designed based on the Creative Problem Solving (CPS) model and infused with affective elements such as parent-child relationship, self-understanding, exploration of one’s value system.The research takes a proactive, preventive and developmental approach to foster positive parent-child relationship through working on three important areas, namely parental expectation adjustment, positive parent-child communication, and incorporation of CPS to promote the affective development of gifted students. Copyright © 2018 Learning & Teaching Expo.
  • Conference Papers

    3. 大學團隊如何結合社會力量推動香港融合教育的發展
    By: 冼權鋒
    Document Type: Conference Papers
    Conference: 第四屆海峽兩岸特殊教育高端論壇暨廣東省特殊教育教師發展聯盟首屆研討會 (2017: 嶺南師範學院,湛江,中國)
  • Conference Papers

    4. 有特殊教育需要學生的生涯規劃:從學校到就業的準備
    By: 冼權鋒
    Document Type: Conference Papers
    Conference: 殘疾人士就業能力研討會 2018 (2018: 創新中心,香港)
    香港推行十二年免費教育,很多殘疾學生,無論就讀於主流學校或特殊學校,都可以完成高中學習階段,而生涯規劃,也是學校教育的重點。在盡展學生的潛能的概念下,為殘疾學生提供的教育及訓練,有根本的轉變。殘疾學生的生涯發展需要,已由簡單的技能評估及訓練,超越至擴闊視野、引發興趣、設定目標、培養能力及體驗學習。不少研究指出,如能以殘疾學生的興趣及優勢,配合社區支援及自主學習動機,更能發揮他們的專長,有助他們融入社會及公開就業。講者將綜合近年支援殘疾學生的措施及經驗,介紹生涯規劃的內容及重要性,協助殘疾學生如何從學習到就業階段的準備,期望能結集不同的社會力量,為殘疾人士創造機遇,指出未來發展方向。 Copyright © 2018 殘疾人士就業能力研討會.
  • Journal Articles

    5. 香港特殊學校校本電子教材教學運用課堂觀察研究
    Document Type: Journal Articles
    Source: 香港特殊教育期刊, 20, 136-154, 2018
    Year published: 2018
    Publisher: 香港特殊教育學會
    本文是探討如何運用校本電子教材,提升特殊學校不同科目的教學效能,如「個別差異照顧」、「自主學習」、「混合式教學」、「互動模式及師生角色」等。結果顯示,透過校本電子教材教學,教師在「個別差異照顧」及「自主學習」等方面,意識非常清晰,提升了學生的學習動機和課業表現。結論指出教師應多利用電子教科書的優勢,提供不同互動方式,使教學更能以「學生為本」。This paper is to examine the effectiveness of school-based e-learning materials in the aspects of learning diversity, self-regulated learning (SRL), blended learning mode; and interaction mode & role of teacher and students in special schools. From the findings, with the use of the school-based e-learning materials in teaching, the teachers were with good awareness on the learning diversity and SRL that led to the enhancement of learning motivation and performance among students. It was recommended that teachers should make full use of the e-learning materials so as to provide different interactive learning. This will help the learning be more student-centered. Copyright © 2018 特殊教育學會有限公司.
  • Journal Articles

    6. 如何更發揮多感官室的功能
    By: 冼權鋒
    Document Type: Journal Articles
    Source: 香港特殊教育論壇, 2(2), 45-55, 1999
    Year published: 1999
    Publisher: 香港特殊教育學會有限公司
    本文為一校本教職員專業發展問卷調查報告,受訪者為一間嚴重弱智兒童學校的教職員,共36人。結果顯示受訪者一致肯定多感官室的功能,認為學生進行感官刺激活動後,在很多方面,皆有進步的表現。多感官室能提供學生訓練及學習機會,學校實應推廣這方面的工作。受訪者認為教師應依「史露西倫」的原意,為學生多提供探索及體驗多感官刺激的機會。然而,教師亦可因應學生的學習能力,設計有創意及以學生為中心的學習活動,增加學生在多感官室的認知活動、技能與概念學習。在協助學校教職員建立共識、確立多感官室發展方向及制訂課程發展計劃內容各方面,受訪者亦提出了不少建議。
    [Copyright of 香港特殊教育論壇 is the property of 香港特殊教育學會有限公司. Full article may be available at the publisher's website:
    https://sites.google.com/a/seshk.org.hk/seshk-org-hk/c_publication]
  • Journal Articles

    7. 「融合教育制度下殘疾學生的平等學習機會研究」的啟示
    Document Type: Journal Articles
    Source: 香港特殊教育論壇, 15, 106-110, 2013
    Year published: 2013
    Publisher: 香港特殊教育學會有限公司
  • Journal Articles

    8. 香港特殊學習需要學生高中後轉銜現狀研究:來自特殊學習需要學生家長的聲音
    Document Type: Journal Articles
    Source: 香港特殊教育期刊, 16, 82-95, 2014
    Year published: 2014
    Publisher: 香港特殊教育學會有限公司
    香港自二零一二年起實施三三四新高中課程政策。然而,政府、政策研究者、學者等仍未對有特殊學習需要(SEN)高中生的學習情況,以及其畢業後的出路安排有足夠關注。本研究以小組訪談形式,收集了SEN高中生的家長對其SEN子女高中後轉銜的看法,包括對子女畢業出路的展望與態度、對現有政府支援體系的瞭解與評價,以及對於SEN學生高中後轉銜與支援服務的建議。小組訪談數據顯示,SEN學生家長均表示孩子高中後最理想出路是繼續升學,沒有升學機會時,才選擇工作。同時,他們主要擔心子女成績遜色,而在現今無論是升學或就業都講求高成績的社會中,其子女未能保持競爭力。另外,他們對於學校、政府和非政府機構等所提供的支援知之甚少,並且對社會支援,尤其是來自政府的支援非常不滿。此外,家長一致認為學校應負責SEN學生高中後的轉銜,並希望學校、政府或非政府機構所提供的資源能更多地考慮到SEN學生的個別特殊需要。最後,文末深入分析是次研究的重要性、局限及意義。 Since 2012, Hong Kong has implemented the New Senior Secondary (NSS) academic structure and curriculum. However, Hong Kong Government, policy makers and researchers have paid little attention to the educational situation and the career paths of the students with special educational needs (SEN) under the new curriculum. Thus, the current study was carried out, aiming to investigate parents’ opinions on their children’s post-secondary school transition. According to the results of focus group interviews, almost all parents of SEN students revealed that the most preferable career pathway was further study after their children graduated from senior secondary schools. Only when no study opportunities available would they consider job applications for their SEN children after they graduated. However, it should also be noted that a major concern of parents of SEN students was their children’s unsatisfactory academic achievement which could weaken their competitiveness, no matter whether they choose to work or further study as their post-school outcomes. In addition, the results indicated that these parents had little knowledge of current support services provided by schools, NGOs, and Hong Kong Government. Concerning current support services, they were particularly dissatisfied with those from the government. Noteworthy, parents all agreed that schools should be responsible for the post-school transition of SEN students. They also hope that schools, NGOs, and the government could take SEN students’ special needs into full consideration when these important stakeholders
  • Journal Articles

    9. 學校策動融合教育的挑戰:一個中學統籌主任的個案報告
    Document Type: Journal Articles
    Source: 香港特殊教育期刊, 16, 160-165, 2014
    Year published: 2014
    Publisher: 香港特殊教育學會有限公司
  • Journal Articles

    10. 融合學生離校後轉銜的困境
    Document Type: Journal Articles
    Source: 香港特殊教育期刊, 17, 124-133, 2015
    Year published: 2015
    Publisher: 香港特殊教育學會有限公司
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