Document Type: Journal Articles
Year published: 2002
City published: Hong Kong
Publisher: Hong Kong Teachers' Association
Hong Kong classrooms are populated by a significant number of culturally diverse students, most predominantly newly arrived students (NAS) from Mainland China. These NAS come to school with the same hopes and aspirations as their Hong Kong counterparts and with a wide range of abilities. The huge diversity presents demands on today's Hong Kong teachers. Too often, the NAS are failed by the educational system because their perceived needs are not being addressed. This essay serves as an exploratory study on teachers' pedagogical effectiveness in response to the challenges of educating the NAS in Hong Kong schools. It draws special reference to the lessons learned from a one-year professional teacher support pilot project for the education of the NAS. Implications are drawn to provide support for the need and value of the integration of the cultural relevant elements in continuous teacher education programmes.
香港學校收納了不少文化多元的學生，他們多是內地新來港的學生。他們擁有不同的能力，然而，他們跟香港本土學生一樣對學校抱有相同的夢想與素求。他們本身的多元性為今日的香港老師帶來了不少的要求。很多時，他們的學業失敗是因為本港教育制度不能照顧他們的學習需要而致。本文是一個為期一年的探索式先導計畫，研究專注於香港老師回應新來港學生教育的挑戰的教學效能。由香港優質教育基金贊助，名為「新來港學童教育專業支援計畫」。本文總結先導計畫成果，並把所得的啟示作為支持在教師持續教育課程中加入文化適切元素的需要和價值。[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Associationl is the property of Hong Kong Teachers' Association at http://www.hkta1934.org.hk/]