Using motivational researches to guide school reforms in Hong Kong

Using motivational researches to guide school reforms in Hong Kong

• Lui-Lau, Icy The Hong Kong Institute of Education

1998

International Language in Education Conference 1998: The Curriculum: Issues in Teaching and Learning, Evaluation and Assessment (1998: The Hong Kong Institute of Education, Hong Kong, China)

• T 教育研究
  • TA 研究工具及研究法
• R 教育政策與管理
  • RG 教育改革︰各項報告書及指引，施政報告

• Hong Kong

• 1997.7 onwards

• 未指定或無法歸類

In the past decade, there have been numerous researches on motivation, which is generally agreed to be the key to student learning. Concepts like intrinsic motivation, extrinsic motivation, students’ perception of their own competence and sense of control over their study, mastery-oriented goal or performance goal theories are much explored. These researches have generated theoretical support and arguments for educational reforms taking place in the 1990s in the educational scene in Hong Kong. However, the outcome of the research findings, which is vital to successful teaching and implementation of new education policy, is always given only fragmented and superficial treatment in most teacher training courses. Consequently, teachers in Hong Kong cannot see why they are forced into adopting new practices different from traditional methods, creating a huge gap between beliefs and actual practices. This paper argues that the rich knowledge base on motivation has already had its impact in shaping educational reforms in Hong Kong but teachers and educational practitioners are not ready to cope with the changes mainly because of the lack of coherent effort to organize this important body of knowledge into programs that help teachers see the linkage between old and new educational practices.

Paper presented at the International Language in Education Conference 1998: The Curriculum: Issues in Teaching and Learning, Evaluation and Assessment

• 英文

會議論文

https://bibliography.lib.eduhk.hk/tc/bibs/3a075e6d

2015-08-12