線上搜尋書籍、章節、期刊論文及報告

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  • [F] 教與學
搜尋結果: 顯示第 1-10 筆資料 (共 3558 筆)
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  • 期刊論文

    1. A systematic review of research on e-book-based language learning
    文件類型: 期刊論文
    來源資料: Knowledge Management and E-Learning, 12(1), 106-128, 2020
    出版年: 2020
    出版者: Hong Kong Bao Long Accounting & Secretarial Limited
    This study presents a systematic review of previous research on e-book-based language learning. E-book-based language learning has been increasingly investigated in the field of language education, whereas previous review studies of relevant literature were relatively low in volume and incomprehensive from aspects of research participants and research perspectives. In the present study, we identified 52 relevant journal articles on e-book-based language learning published in the recent decade, coding them from three dimensions: methodology, e-book devices and features, and research issues and findings. The results indicated that: (a) most studies on e-book-based language learning were of a large sample size and one-session investigation; (b) pre-school children and university students were the most frequently investigated sample groups; (c) computers and tablets were the most frequently used devices; (d) multimedia, feedback giving, gamification and personalisation were the four features most frequently applied in enhancing the efficiency of e-book-based language learning; (e) researchers collected and processed data mainly through pre- and post-tests and group comparisons; (f) learning outcomes, learning behaviours and learners’ psychological states were investigated in most studies, whereby the findings indicated overall positive effects of e-book on language learning. Copyright © 2020 Laboratory for Knowledge Management & E-Learning, The University of Hong Kong.
  • 期刊論文

    2. A case study of picture books as a stimulus for a project approach in Hong Kong
    文件類型: 期刊論文
    來源資料: Journal of Education and Human Development, 9(1), 111-121, 2020
    出版年: 2020
    出版者: American Research Institute for Policy Development
    The education reform in Hong Kong advocated the Project Approach as an effective pedagogy to support childrens' learning through exploration and play. This paper outlines a case study of a Hong Kong kindergarten which implemented the project approach using a picture book and digital picture book as a stimulus to begin the project topic and develop the inquiry process. The qualitative data sources included analysis of documentation such as teacher lesson plans, teacher questionnaire on reflection, documentation of children's works and activity photos of the project. The findings revealed that picture book was a good stimulus to arouse children's interest. The children were observed to be highly engaged in the investigation and the benefits from the picture book in project were not limited to literacy learning but also integrated learnings such as in the domains of music and movement, drama, and science. Additionally, the project provided opportunities to use the 21st skills of collaborating, communicating, creativity and critical thinking. The case also acts as an example of implementing the project approach in a non-Western context and recommendations are made for Hong Kong early child educators who participate the education reform. Copyright © 2020 The Author(s). All Rights Reserved.
  • 期刊論文

    3. Development of thinking and language skills through philosophy: A case study in Hong Kong
    作者: Lam, Chi Ming
    文件類型: 期刊論文
    來源資料: Cambridge Journal of Education, 2020
    出版年: 2020
    出版者: Routledge
    This article reports the results of a study that assesses the effectiveness of a Philosophy in Schools (PIS) programme in developing students' thinking skills and English competence in Hong Kong. In the study, training and support were provided for three Integrated Humanities (IH) teachers to enable them to teach PIS to their Secondary 3 English as a Second Language (ESL) students. The students were found to be capable of reasoning and arguing in a competent way about philosophical problems arising from various stimuli prepared by their teachers according to the IH curriculum. PIS was also found to play a major role in promoting the students' critical and creative thinking and to enhance the development of their English language proficiency to a significant extent. The findings of this study suggest that integrating philosophy into the IH curriculum can promote critical thinking, creative thinking and English language proficiency in ESL students. Copyright © 2020 University of Cambridge, Faculty of Education.
  • 期刊論文

    4. Putting Bourdieu's concepts of habitus and field to work: Exploring blended learning
    文件類型: 期刊論文
    來源資料: Journal of Education and Human Development, 9(1), 77-87, 2020
    出版年: 2020
    出版者: American Research Institute for Policy Development
    The aim of this paper is to examine blended learning as an integral component of a learning culture. By drawing on two concepts- habitus and field - we consider the cultural learning experiences of postgraduate students within the context of a Hong Kong University. It is an examination that allows for an appreciation of both an individual as well as a collective experience of blended learning and in so doing it demonstrates how power is (always) an issue within learning cultures. The paper goes on to argue that if blended learning is to achieve its goal in terms of enhancing learning there is a need to have a better understanding of learning itself where questions are asked concerning the learner, the locations where learning occurs and processes of learning. Copyright © 2020 The Author(s). All Rights Reserved.
  • 期刊論文

    5. Translanguaging and trans-semiotizing as planned systematic scaffolding: Examining feeling-meaning in CLIL classrooms
    作者: Liu, Yiqi
    文件類型: 期刊論文
    來源資料: English Teaching and Learning, 44(2), 149-173, 2020
    出版年: 2020
    出版者: National Taiwan Normal University
    In this article, the processes and patterning of translanguaging and trans-semiotizing in facilitating Content and Language Integrated Learning (CLIL) are examined in Cantonese-English bilingual contexts. Classroom interaction data and students’ written exercises/assignments were collected to analyse the processes of feeling-meaning making among junior secondary students and their teacher in English-medium Integrated Humanities classrooms in Hong Kong. Discourse analysis on classroom data and student exercises/assignments shows that translanguaging and trans-semiotizing naturally emerge in the dynamics of feeling-meaning making and the teacher and students have challenged the dominance of English and contested the previous stabilized cultural patterns of academic and non-academic registers via orchestrating Cantonese and English, formal and social languages, visual elements and physical items in the immediate environment. It is therefore suggested that translanguaging and trans-semiotizing should not only be seen as a spontaneous, naturally occurring process but can also be incorporated in multilingual CLIL classrooms as planned systematic scaffolding.本文針對雙語環境中學科與語言整合式教學(CLIL),嘗試探討以跨語際、跨符號實踐作為課堂教學鷹架的過程與模式。本文以香港初中英文綜合人文(Integrated Humanities)課堂為例,蒐集、分析課堂互動錄影及學生課後習作,剖析師生共同建構情感意義的過程。分析表明,師生為令課堂連貫流暢,協調粵語、英語以及正式和非正式語言的運用,調動視覺元素及課堂環境中的相關物件,自然地以跨語際、跨符號實踐表情達意。英語的主導地位以及關於學術及非學術語域的傳統觀念也在無意中被挑戰。因此本文提出除了作為即時的自發現象,跨語際、跨符號實踐還可作為有計劃及系統的鷹架支持,運用於帶有多語言背景的CLIL課堂中。 Copyright © 2020 National Taiwan Normal University.
  • 期刊論文

    6. Teacher sociolinguistic backgrounds: A multilinguistic domain approach to understand teacher agency and language planning outcomes
    文件類型: 期刊論文
    出版年: 2020
    出版者: Routledge
    This paper examines the unintended consequences of state language policy and planning (LPP) that adopt subtractive approaches on teachers' subsequent receptivity to policy fine-tuning. A comparative approach is adopted in this statistical study of two strategic contexts, where the influence of the world's two leading languages—English and Mandarin—manifests in the home language conversion patterns of ethnic Chinese teachers of Hong Kong and Singapore. The interplay among state, education, and family linguistic domains provides the framework to understand how teachers exercise agency underpinned by their sociolinguistic background (childhood home language—CHL) and home language conversion preference (home language as adult—HL). The results show that teacher CHL–HL conversion preferences underlie their response to state LPP initiatives and influence LPP outcomes in the education domain. The results are theorized in terms of the prevailing values in Hong Kong and Singapore that shape teacher agency, the unintended outcomes of subtractive LPP in education, and the probable outcomes on the linguistic vitality of local and dominant languages in Hong Kong, with the interplay between future subtractive LPP and teacher agency. Copyright © 2020 Informa UK Limited, trading as Taylor & Francis Group.
  • 期刊論文

    7. A cross-school PLC: How could teacher professional development of robot-based pedagogies for all students build a social-justice school?
    文件類型: 期刊論文
    出版年: 2020
    出版者: Routledge
    This paper aims at extending the understanding of principal leadership in support of teachers' development of robot-based pedagogy for students in a cross-school professional learning community (PLC) of Hong Kong's special education. Sixty representative teachers from over 30 special schools, that is 50% of the total number of special schools, participated in the community over the past 2 years. The teachers not only developed the pedagogy but also observed and collaborated in the schools regarding their technological, pedagogical and content knowledge. The development of robot-based learning for individual students' different special educational needs is an innovative differentiated approach to fostering socially just learning in schools. The key research question is: How could teacher professional development of robot-based pedagogies for all students build a social-justice school? We adopted a qualitative cross-case study of four schools participating in the PLC. Although the professional development did not aim at principals' and teachers' social-justice practices for all students, the case study demonstrated the principals' leadership support and the teachers' enthusiasm for learning to change their pedagogies with the use of new robotic technology for socially just differentiated teaching. Implications of the cross-school PLC for building social-justice school communities are also discussed. Copyright © 2020 Informa UK Limited, trading as Taylor & Francis Group.
  • 會議論文

    8. Investigating the effect of online collaborative learning on students’ learning outcomes in higher education
    文件類型: 會議論文
    會議: The 3rd International Conference on Education and E-Learning (ICEEL 2019) (2019: University of Barcelona, Barcelona, Spain)
    This paper examined the effect of using an online collaborative learning platform on students’ learning outcomes in higher education. An online collaborative learning platform called GMoodle was implemented at The Education University of Hong Kong. To investigate the benefits and drawbacks of online collaborative learning, students were invited to complete the pre‐test and post‐test questionnaires to evaluate their learning outcomes. The quantitative and qualitative studies of 75 undergraduate students were conducted based on the pre‐test and post‐test questionnaires and focus group interviews, and the results showed that students’ learning outcomes especially self‐management skills and collaborative skills were enhanced through the online collaborative activities. In the pilot study, training was provided for in‐service and pre‐service teachers. Most of them reflected that GMoodle is a useful platform for educators to understand students’ learning progress, promote active collaboration and facilitate team teaching across different disciplines. Not only the students but also the teachers benefited from this online learning platform for collaborative learning, fair assessment, and team teaching. Copyright © 2019 The author.
  • 會議論文

    9. An online evidence-based assessment system to promote collaborative learning in tertiary education
    文件類型: 會議論文
    會議: 2019 International Conference on Education and Learning (ICEL) (2019: Osaka International House Foundation, Osaka, Japan)
    Collaboration between students is particularly important in tertiary education because most courses include group activities in which they need to work together to reach a common goal. Unlike individual learning, collaborative learning involves interaction and cooperation. However, it is difficult to assess individual contributions in a group. Teachers usually collect the final product and give the same mark to all members in the group, so this may cause unfair marking and lead to conflicts in case of uneven workload. To encourage student collaboration and provide a reliable assessment system for teachers, we proposed an online evidence-based assessment system called GMoodle (https://gmoodle.eduhk.hk) with the Teaching Development Grant (TDG-T0210) in the Education University of Hong Kong (EdUHK). GMoodle provides the basic functions of Moodle plus customized features including chatroom, Wiki and real-time progress report. It is a centralized platform for students to discuss, share resources and work out the solution together. Detailed reports, such as the number of posts/replies, weekly trend of contribution, ranking in group and class, can be retrieved by both students and teachers. The objectives of this system are to promote active and collaborative learning environment through peer motivation and facilitate an evidence-based assessment for setting assessment criteria and identifying free-riders. GMoodle was launched from September 2018 to April 2019 with 337 users involving 10 courses in IT, Mathematics, English language and law in EdUHK. Quantitative and qualitative data were collected from pre/post-test survey, system log and focus group interviews. The effectiveness of GMoodle on group collaboration and assessment was evaluated by statistical analysis by SPSS using ANOVA and t-test. The results showed that the improvement of problemsolving skills and collaborative skills were statistically significance. Furthermore, decision tree was used to discover interesting
  • 章節

    10. 史實.圖像.教育:以香港教育大學「看動畫.學歷史」計畫為中心
    作者: 馮志弘
    文件類型: 章節
    頁數: 67-104
    出版年: 2020
    出版地: 香港
    出版者: 學術專業圖書中心
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