首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 31 毫秒
1.

As in England, approaches to guidance/pastoral care in Hong Kong have in recent years become more proactive and less exclusively reactive. This paper presents an example of this, focusing on a secondary school in Hong Kong which has sought to implement a whole-school approach through developmental guidance programmes. The writers' evaluation of this suggests that the integration of guidance/PSE into the whole-school curriculum was feasible, with a favourable outcome perceived by the school community. The findings also identified a number of important factors which facilitated the implementation and development of the policy.  相似文献   

2.
This study examined the implementation of developmental guidance as a formal curriculum in a Hong Kong secondary school. A qualitative approach was employed to explore teachers' perceptions of the curriculum and of the factors which facilitated or hindered its implementation. The study found that teachers perceived the curriculum exerting positive effects on students' self-appreciation, self-control and behaviour, and on teachers' attitudes and management style. Implementation of this curriculum also facilitated a more inviting school atmosphere. Teachers' acceptance of the belief advocated in the curriculum, the use of experiential teaching approaches, and support from the school system were crucial in the process of implementation. The implications of the findings for school's implementation of developmental guidance via a formal curriculum were discussed.  相似文献   

3.
This paper presents the key guidance policy andpractice in Hong Kong schools. Initially, guidanceservices were reactive and remedial, aimed mainly atproblem students. Appraisal of the negative effects ofthe individual casework model led to a change to 'awhole school approach' to guidance. The focus ofguidance at the school level changed concomitantlyfrom remediation to prevention. This paper alsodiscusses the future development of the schoolguidance system in Hong Kong, specifically in the areaof developmental guidance. On the conceptual level, aclear distinction between remedial, preventive anddevelopmental guidance is needed. On the level ofpractice, the need is for the development of a wholeschool policy, a developmental guidance curriculum,and a clarification of the connection betweenguidance and discipline.  相似文献   

4.
Following the world trend of inclusion in education, many schools in Hong Kong have started including students with special needs in the regular classrooms. Given the unique educational context of Hong Kong as 'East meets West', and given that inclusion is essentially a concept from the West, this paper argues that Hong Kong's integration has its unique hybrid features. This paper reports the experience of one primary school in the process of change in areas of stages of integration, leadership and whole school approach, during a two-year implementation period. Change processes at the school, classroom and individual levels are discussed. A case study methodology is used so that unique characteristics of the school in its naturalistic settings can be captured. Data were obtained from observation, documentary analysis, individual and group interviews of different school stakeholders: the principals, parents, teachers, resource teachers, and guidance personnel. Implications of findings to schools in Hong Kong and other countries facing similar issue in parallel and mixed cultural settings are discussed.  相似文献   

5.
  相似文献   

6.
香港是中西文化交融之地,不仅拥有高水平的教育体系,而且建立了科学系统的教育评估方法。本文重点介绍香港目前中小学主要的教育评核制度,包括全港性系统评估、学生评估和中小学校表现评估等,评论其对香港学校教育教学质量的影响。借鉴香港教育评核的经验,实施科学的教育评价对于深化内地基础教育改革,建立、优化符合内地实际的教育质量的评估与督导制度具有重要的参考意义。  相似文献   

7.
This study assessed multiple intelligences in a sample of 96 Chinese secondary school teachers in Hong Kong, and explored the consistency between these teachers' multiple intelligences and their areas of responsibilities. Teachers typically reported relative strengths in interpersonal and intrapersonal intelligences and weaknesses in visual-spatial and bodily-kinesthetic intelligences. While there were no gender or age group differences, arts/music/sports teachers indicated greater strengths in musical intelligence when compared with language and social studies teachers, and guidance teachers indicated greater strengths in both intrapersonal intelligence and interpersonal intelligence than did non-guidance teachers. Using the eight intelligences as predictors, teachers' interpersonal intelligence was the significant predictor of their self-efficacy in helping others. The implications of these findings are discussed in light of the current Hong Kong education reform movement and the inadequacy of teacher education programs in Hong Kong.  相似文献   

8.
Achieving equality remains a major challenge in schools globally. In Hong Kong, the current education policy has a core value that all students have the right to learn. Policy-makers and school personnel are struggling to find ways of catering for diverse learning needs in schools. Early in 2006, a self-initiated inclusive educational project has linked one mainstream school and a special school. Their project can be seen as a pioneer in the field of education, for it provides concrete recommendations to other education practitioners on initiating whole-school participation and joint-school partnerships, integrating such collaborations into the culture of the school, and encouraging teachers committed to student voice and engagement. This article records the qualitative case study comprising the teachers' self reports to demonstrate how teachers re-shaped their perceptions, beliefs and behaviours as they developed and implemented a school-based inclusion project. It is expected that the findings of this study will assist educators to further understand present challenges in the school system regarding managing diversity and attaining inclusive education goals. In particular, local schools are now facing the challenge to implement inclusive education.  相似文献   

9.
This study reports on the Hong Kong education quality assurance and school monitoring system. Three research questions were addressed: (1) Who controls the quality of school education in Hong Kong? (2) What strategies are used in the Hong Kong school education quality assurance process? (3) Agenda for Future Research on quality assurance and school monitoring in Hong Kong. The analysis found that whilst quality assurance systems in Hong Kong are sophisticated, major reviews are necessary to rebuild trust between the government and practitioners.  相似文献   

10.

In Hong Kong the secondary school curriculum has long been criticized for its heavy emphasis on academic performance and examination-oriented approaches to subject learning. As a consequence, pupils in Hong Kong only possess knowledge and skills that could carry them through examinations. They lack qualities and dispositions as well as related skills and understandings which will help them to make sense of this complicated society. It is noted that time has come for a reflection of the secondary curriculum and this article argues for the introduction of Personal and Social Education in secondary schools in Hong Kong which can bring relevance, breath, and balance to the curriculum from three aspects – aims of education, change in society, and nature of work.  相似文献   

11.
The previous study demonstrated that the Chinese version of the PSSM scale was applicable for use by Hong Kong students, and in this study, the scale was also found to be workable for the measurement of Shanghai students' psychological sense of school membership. The only difference found in the 18-item PSSM scale distributed to Shanghai and Hong Kong students was that in Shanghai, simplified Chinese characters were used. Four schools from Shanghai and Hong Kong were chosen to participate in this study. By comparing two hundred and twenty 6th grade students of Shanghai and Hong Kong, it was found that Shanghai students had a significantly higher sense of school belonging and lower feelings of rejection.  相似文献   

12.
This study uses The Third International Mathematics and Science Study (TIMSS) data to compare students from Hong Kong with students from the US on the mathematics achievement and on a series of family background factors such as mothers’ expectations, parental education, presence of study aids, living with different family members, and extracurricular time spent in various activities. Results indicate the following. (1) Hong Kong students outperformed their US counterparts in mathematics scores. Hong Kong has advantages in half and US about one-fifth of the family background factors. (2) Seventy-five percent of the factors are significantly associated with mathematics achievement for both countries. (3) Some of the factors influence Hong Kong and US students differently. Recommendations are made on family school partnership strategies such as engaging parents in decision-making roles in educational programs at school for Hong Kong and limiting recreational TV viewing and emphasizing value of schooling at home for the US.  相似文献   

13.
Education reform towards a whole school approach to catering for diversity within Hong Kong government schools has seen the initiation of several strategies to support mainstream schools in this transition. One of these approaches is the use of a resource school model. Special and mainstream schools in Hong Kong are being invited to establish themselves as resource support hubs for partner mainstream schools. This paper investigates how this model is being implemented by considering one of each type of resource school. Three broad themes have emerged that relate to the type of support being offered and sought: the school ethos and culture of the partner schools; and management issues. The effectiveness of a resource model is evaluated for its use in Hong Kong.  相似文献   

14.
This article briefly describes the Hong Kong education system, discusses the policies and efforts for education quality and school improvement, and reviews the development of school effectiveness research in Hong Kong. Hong Kong people have shown their strong commitment to educational reform for better societal development in the coming decades. A number of important policies have been issued to improve educational practice and school management. Even though some drawbacks and difficulties have inevitably been encountered in policy formulation and implementation, numerous good opportunities have been created for policy-makers, school practitioners, and educational researchers to conduct educational innovation, school improvement, and school effectiveness research. The ongoing education experiments, reform experiences, improvement practices, and effectiveness studies at both the system and school levels may not only benefit Hong Kong people but also make a contribution to international concern for school effectiveness and improvement.  相似文献   

15.
In response to several major curriculum reforms in Hong Kong since 2000, schools were required to initiate policies that catered for learner diversity. As well academic achievement, the reforms also emphasized the affective and social outcomes of the learning experience. A whole-school approach to learner diversity includes students with low academic achievement and mild disabilities, with schools being free to develop policies and practices inline with the needs of the students, teachers, and parents. Against the Chinese cultural context, where high academic achievement is highly valued, this study describes the affective and social outcomes of students in one Hong Kong primary school that streamed students according to achievement level. Four hundred and ten students across Primary 3–5 responded to four instruments measuring academic self-concept, alienation from school, teacher–students relationship, and social integration. The responses showed that, when studying the regular curriculum, students in the low-achievement group reported greater levels of alienation and lowest levels of social integration compared with students with the highest levels of achievement. On the other hand, low-achieving students who studied a differentiated curriculum reported affective and social outcomes more consistent with the responses from the high-achieving students. The results suggest that there is a mismatch between the aims and practice of the educational policy reflecting learner diversity and the cultural expectations of both parents and students.  相似文献   

16.
When Hong Kong is moving towards a knowledge society in the new millennium, research is clearly necessary to provide a knowledge base for educational development and reform to meet the challenges of globalization and high technology in the world. This report aims to review the education policy environment in Hong Kong and see whether research can be encouraged to support policy development and practice improvement. Particularly, the report will give a brief introduction to the recent initiatives in Hong Kong school education since the establishment of the Special Administrative Region in 1997 and discusses the potential research agenda to support the ongoing education reforms at the school system. This revised version was published online in July 2006 with corrections to the Cover Date.  相似文献   

17.
教育改革是以一系列行动改变教育制度的"结构"、过程和行为习惯的过程.香港中文大学的成员利用教改的机会,在香港的学校内进行改进工作,让一系列学校改进计划成功地开展.本文试图总结大学与学校协作的经验,并分析大学成员如何面对学校教育庞大而牢固的"结构"而试图改变之.文章以"结构化"理论为探讨脉络,展现大学成员如何与政府和学校教师结为伙伴,让学校改进的协作模式得以更新.  相似文献   

18.
Civic education is a contested subject in Hong Kong, and there is no agreement in society on what form civic education should take, which leaves each school to choose its own approach. Under these circumstances, each teacher needs greater capability and self-efficacy to develop school-based civic education. This study examined the factors that influenced Hong Kong primary school teacher confidence in teaching citizenship education with the ultimate goal of nurturing students to become ‘good citizens.’ The results of this study indicated that teacher self-efficacy was influenced by beliefs about the subject (Moral, Civic and National Education) and beliefs about teachers’ roles in the curriculum but not beliefs about teaching. Teachers felt more confident teaching social topics than political topics. While this study was conducted in the Hong Kong context, the findings could be valuable for policy makers and educators elsewhere who seek to strengthen teacher self-efficacy.  相似文献   

19.
Hong Kong Government policy is to promote Hong Kong as an international education hub for the region. This may be more rhetoric than reality. The article surveys the historical background of Hong Kong in terms of its role as a trading centre, a gateway to China and a meeting place for East and West for which interchange with European languages and cultures has been important. The development of education policy within Hong Kong as far as the European dimension is involved is also reviewed. In addition, the development of global trade in educational services is touched upon which thus far has been heavily Anglo-centric. In terms of Hong Kong itself, an analysis is presented of overseas educational programmes available in Hong Kong from Europe. The extent of European languages and studies provided in the school, university and lifelong learning sectors is surveyed. The work of European consulates in promoting languages and culture through such organisations as the Alliance Française, Goethe Instituta, etc. is another important part of provision. The article makes passing reference to the neighbouring territory of Macau and the importance there of Portuguese.
The article concludes that for European studies and languages, the role of Hong Kong as a trading and financial hub has been a more significant stimulant than the Hong Kong government's policy for Hong Kong to be an international education hub.  相似文献   

20.
This study uses hierarchical linear modeling to examine the influence of a range of factors on the science performances of Hong Kong students in PISA 2006. Hong Kong has been consistently ranked highly in international science assessments, such as Programme for International Student Assessment and Trends in International Mathematics and Science Study; therefore, an exploration of the factors that affect science performances of Hong Kong students can give a lens to examine how science education can be improved in Hong Kong and other countries. The analyses reveal that student backgrounds as male, at higher grade levels, and born in mainland (when in the same grade) are associated with better science performance. Among the attitudinal factors, enjoyment of science and self-efficacy in science play important roles in scientific achievements. Most of the parental factors, on the other hand, are not having significant impacts on achievement after student attitudes are taken into account, with only parents’ value of science having a small effect. School student intake is found to be a strong predictor of school average achievement, as well as a major mediator of the effects of school enrollment size and school socio-economic status. The findings differ from recently reported results, which suggested that school enrollment size was associated with achievement. This study also points out the problems of the use of science instruction time as a school-level variable to explain science achievement in Hong Kong.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号