期刊論文
Integrated arts curriculum in Hong Kong secondary schools
EdLink- Integrated arts curriculum in Hong Kong secondary schools
- Arts Education Policy Review, 113(3), 100-105, 2012
- Routledge
- 2012
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- Hong Kong
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- 1997.7 onwards
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- 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 ]
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- 英文
- 期刊論文
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- 10632913
- https://bibliography.lib.eduhk.hk/tc/bibs/9ab721f6
- 2014-01-18
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