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期刊論文

Integrated arts curriculum in Hong Kong secondary schools

  • Integrated arts curriculum in Hong Kong secondary schools
  • Arts Education Policy Review, 113(3), 100-105, 2012
  • Routledge
  • 2012
    • Hong Kong
    • 1997.7 onwards
    • 中學教育
  • This longitudinal study (2001-09) of two Hong Kong secondary schools highlights six issues with an integrated arts curriculum: first, integration of knowledge and skills negatively precedes the integration of learners' construction of meaning; second, integration is perceived as challenging the profession's status; third, teachers are unaccustomed to co-teaching; fourth, teachers have little prior experience conceptualizing cross-discipline teaching and learning; fifth, Hong Kong's current systemwide education reform places arts integration as a relatively low priority; and sixth, because integrated arts curriculum implementation is not mandatory, the vagaries of individual school management create a plethora of integration approaches that confound the task of forging a common definition. Remedial recommendations include cascading "seed projects" to broaden teachers' views of integrated arts and teaching, facilitating supportive school timetabling, and sharing integrated learning outcomes in the individual schools.
    [Copyright of Arts Education Policy Review is the property of Routledge. Full article may be available at the publisher's website:
    http://dx.doi.org/10.1080/10632913.2012.687339 ]
    • 英文
  • 期刊論文
    • 10632913
  • https://bibliography.lib.eduhk.hk/tc/bibs/9ab721f6
  • 2014-01-18

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