This paper reports the results of a qualitative multiple case study of the fieldwork experiences of secondary Four (Year 10) students of five schools in Hong Kong. The study was an experientially-based one which aimed at understanding the fieldwork experiences of students and what meanings they had derived from such experiences. For most schools, there was an overt academic orientation to the objectives of the fieldwork undertaken. However, the study has revealed that fieldwork is, in particular, emotionally engaged learning because of students’ desire to be out-of-the-classroom, their expectation of fun and excitement, their undertaking of physical challenges and the development of new social relationships in the field. Based on these findings, an integrated model of experiential learning in postulated. It shows that intellectual, social and emotional experiences are inextricably integrated in the field. Finally, this paper proposes a few practical guidelines for fieldwork based on the need to go beyond intellectual and instrumental learning to heuristic, experiential learning. Copyright © 2000 Australian Geography Teachers’ Association.

Recently, more educators have argued for the need to attend to both the cognitive and the affective aspects of fieldwork in geographical and environmental education. Experientially based studies are seen as particularly valuable in understanding the fieldwork experiences of both students and teachers and what meanings they have derived from such experience. This study is a qualitative case study of two geography field trips for Secondary Four (Year 10) students of mixed abilities in a Hong Kong School. The teachers, focusing on the affective outcomes of fieldwork, were determined to let students attain unusual and memorable experiences by undergoing adventurous activities. The results revealed that while most students generally felt excited and delighted over the challenge, a number of students decided to withdraw from the experience. Students of higher academic achievement appeared to be more critical. Their frustrations were often related to academic learning and the lack of a collective learning atmosphere on the trips. The experience was characterized by a tension of purpose between academic learning on one hand, and fun and excitement on the other. Copyright © 2000 The authors.

21世紀初，香港展開教育改革，教育統籌局為保證各中小學的教學水準，定期到校進行校外評核的工作。工作完成後，教育統籌局把這些校外評核報告上載互聯網，供市民瀏覽。本研究是從2003至2005兩個年度，教育統籌局在網上公佈的校外評核報告中，各隨機抽取10所小學的報告，針對這些報告中老師在有關教與學和評估不足的評語，提出教學有明確的目標，訓練學生的語文能力，有質素的提問，照顧學生的學習差異，全體學生的參與，師生互動，設計一份優質的評估，善用評估得來的數據以改善教學等解決問題的建議和策略，並提供具體的操作方法，以落實課改的理念，提高教學的成效。 At the beginning of the 21st century, education reforms were launched in Hong Kong. The Education and Manpower Bureau regularly went to schools for off-campus assessments to ensure the teaching level of all primary and secondary schools. After the work is completed, the Education and Manpower Bureau uploads these external assessment reports to the Internet for public viewing. This study randomly selected 10 elementary schools reports published by the Education and Manpower Bureau from2003 to 2005. Targeting the comments on teaching, learning and assessment, this study proposes some suggestion and strategies such as a clear goal in the teaching, training of students’ language skills, high-quality questions, attention paid to students’ learning differences, participation of all students, teacher-student interaction, a high-quality assessment design, and making good use of assessed data to improve teaching so at to implement the concept of curriculum reform and improve the effectiveness of teaching. Copyright © 2018 合肥師範學院.

Teachers are considered important role models for the behavior of children during early childhood. The purposes of this study are to: (a) compare activity levels of preschool children in a structured physical education (PE) class taught by an active or less active teacher; (b) examine the interaction effect of gender, school size, and teacher activity levels on the activity levels of children. The participants were 248 preschool children (134 boys, 114 girls; mean age = 5.5 years) and teachers from 12 preschools in Hong Kong. Regular classroom teachers conducted a 30-min structured PE class, and the participants' physical activity (PA) levels were measured using pedometers. The recorded step counts of teachers were employed to classify whether children were in the classes taught by active or less active teachers. Factorial analysis of variance was used to examine differences in the pedometer-determined activity regarding gender and school size between the different types of classes. The results indicated that preschool children had higher PA levels in PE classes taught by more active teachers than in those taught by less active teachers (1712 versus 951 steps). Future studies could explore other teacher-related factors that might facilitate appropriate strategies to engage preschoolers in higher PA during PE classes. Copyright © 2019 The Author(s).

The paper explores and describes the kinds of learning attained by a group of Hong Kong preservice teachers who worked collaboratively to develop online grammar teaching resources for school teachers worldwide. Based on the quantitative and qualitative data collected during the ongoing collaboration, lesson tryouts, and post-project evaluation, the project results reflect the value of experiential learning in preservice teacher education. The themes that detail the student teachers’ experiences include textbook evaluation, professional knowledge, core competencies of teachers, and understanding of English language teaching outside the Hong Kong context. Copyright © 2019 Social Science Press.

1990年代之後，香港因應主權回歸中國，教育局當局推動一系列的課程改革，其中最為受到矚目與關注點之一就是「價值教育」。首先，本文將從課程歷史文件中彙整香港價值教育的發展沿革，並討論價值教育在課程改革中的定位與角色；其次，本文也將檢視新一波課程改革如何重新修正價值教育理念與實施方向，討論價值教育改革的蛻變；最後，結合價值教育回顧後，從「課程設計理念」、「教學實踐」、「學習回饋」與「反思與批判」四個面向提出對於香港價值教育的反思。 Since the 1990s, because the sovereignty of Hong Kong has returned to China in 1997, the education authorities have promoted a series of curriculum reforms. One of the most particular attention was "values education". The primary purpose of this article is to reexamine the development of values education in Hong Kong based upon the context of curriculum reform. First of all, this article will shed light on the development of value education in Hong Kong on the basis of the analysis of curriculum documents, and also discuss the position and role of values education in curriculum reform. Secondly, this article will examine how the new curriculum reform will revise the concept and implementation direction of the values education, and discuss the transformation of values education. Finally, aligning with the reviews of values education, the reflection of the Hong Kong values education will focus on four aspects, including “the idea of curriculum design", "teaching practice", "learning feedback" and "reflection and criticism”. Copyright © 2018 香港教師中心.