「小班教學與心靈教育：機遇與反思」

「小班教學與心靈教育：機遇與反思」

Small class teaching and spirituality education: Opportunities and reflections

• 吳梓明 香港中文大學崇基學院

教育曙光 : 香港教師會學報, 58(1), 133-140, 2010

香港

香港教師會

2010

• F 教與學
  • FB 分班、交流辦法及班級人數、座位編排、混合能力教學

小班教學 學生心靈 心靈教育 Small Class Teaching Spiritual Growth Spirituality Education

• Hong Kong

• 1997.7 onwards

• 小學教育

背景：「小班教學」已於2009年9月開始分階段實施。 有教育同工反對這項改革，認為「小班教學」只會製造一種假像。亦有社會人士期望老師可以有多些時間，照顧學生的個別差異和成長；而學生家長也會期望老師可以有多些時間照顧學生的需要。學生、家長及其他社會人士對老師的期望提高了。但老師是否真的可以有多些時間去照顧學生的需要和成長呢？本文作者嘗試跟進教育同工們的關注，提出有關教育目的及關顧「心靈教育」的討論，特別是近年大陸學者所關注的「生命化教育」、「回歸生命教育」等，盼望能拋磚引玉，擦出進深探究教育使命的火花來。
討論焦點：本文嘗試從教育理念入手，闡釋小班教學計劃推行的主要精神應是在於「教學以學生為本，照顧個別學生的需要」。作者跟著提出兩個重要的課題去思考，即是：(一) 心靈教育是甚麼？ 及 (二) 如何推行心靈教育？。在跟進的討論中，作者進一步闡釋三個基本的問題，分別是：(一) 心靈是甚麼？；(二) 心靈成長需要怎樣的空間？；(三) 心靈成長需要甚麼元素？。
建議： 盼望教育當局在推行小班教學的同時能加強關注及投放更多資源去推動關顧學生心靈的教育；從事教育工作者今後亦應更多地關注學生的心靈、並能更有效地推動關顧學生心靈的教育。
總結：教育工作者的重要任務之一是要關注學生心靈的成長，小班教學的推行正是一個大好機會提醒前線教育工作者照顧個別學生的需要、包括幫助他們心靈的成長。心靈教育也就是生命化教育，須幫助學生認識自己、肯定生命的價值、發揮自我的潛能，建立更正面、更積極的人生觀。
Background: Hong Kong Education Bureau has been promoting small-class teaching in primary schools, reducing the number of pupils per class from 30 to 25. However, education frontiers were complaining that it would only create a mirage. While the society and the parents are expecting teachers to have more time and space to care for the students' individual needs in small class, the teachers in fact do not have much time for their students. It is indeed the proper time for us to re-think our educational mission underlying the small class provision and the present paper is doing precisely this fine job. Hence, it is proposed that alongside with the implementation of small class policy, more effort should be made for the concern of spirituality education in schools of Hong Kong today.
Aims or focus of discussion: It is made clear that the educational mission of small class teaching would be aimed at the caring for the students' individual needs and spiritual growth. Two issues will be raised and discussed in this paper, namely: (a) what is spirituality education?; and (b) how to promote spirituality education in schools today? The author moves on to elaborate three basic concerns for the promotion of spirituality education in schools, namely: (a) what is meant by 'spirituality'? ; (b) the kind of space needed for spiritual growth; and (c) what key elements are essential for spiritual growth of school children?
Suggestions: It is suggested that school authorities should pay more attention and provide more resources to promote the care for spirituality education in schools, so that the teachers would be given more time and support to care for the students' individual needs, hence achieving more benefits from the small class policy.
Conclusion: It is an important task of an educator to caring for the spiritual growth of the students and it is indeed a proper time for educators to pay attention to it in the implementation of small class teaching in primary schools today. Spirituality education is part of life education which aims at lifting up the souls/ spirits of the school children so that they would work towards self-transcendence and develop more positive and creative life attitudes.
[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/]

• 中文

期刊論文

• 16831381

https://bibliography.lib.eduhk.hk/tc/bibs/6a645d50

2010-12-02