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1.
The present study had three purposes. The first was to further explore the psychometric properties of the Preferred Thinking Styles in Teaching Inventory [Zhang, L. F. (2003). The preferred thinking styles in teaching inventory. Unpublished test. The University of Hong Kong: Hong Kong]. The second was to test the hypothesis that the preferred teaching styles of mainland Chinese university students in the present investigation are similar to those of students in Hong Kong and the United States in previous studies. The final and most important purpose was to examine the incremental validity of modes of thinking beyond students’ self-rated abilities in predicting students’ preferred teaching styles. Two hundred and fifty-six (109 male and 147 female) university students from Beijing, the People's Republic of China, participated in the research.After the reliability and validity of the Preferred Thinking Styles in Teaching Inventory were ascertained, the following findings were obtained. First, like university students in Hong Kong and the United States in previous studies, mainland Chinese students in the present study also expressed a strong like for teaching styles that are creativity-generating and that allow collaborative work. Similarly, they indicated a strong dislike for teaching styles that are norm-conforming, that require multi-tasking but without communicating a sense of priority, and that restrict students to working individually, without collaboration with others. Going beyond the previous studies, the present study found that an integrative mode of thinking positively contributed to students’ preference for teaching styles that are creativity-generating and that encourage group work, but negatively contributed to students’ preference for teaching styles that are norm-favoring and that discourage collaborative work. Implications of these findings are discussed in relation to teaching that accommodates diverse thinking styles and teaching that generates creative thinking.  相似文献   

2.
This paper analyses the data obtained from the findings on Hong Kong, as a part of the IEA second civic study. Because the survey was conducted two years after Hong Kong's return to China, the findings reflect concepts and attitudes toward citizenship among Hong Kong students shortly after the change of sovereignty. The study shows that Hong Kong ranks highest in two aspects of citizenship: civic knowledge and attitudes toward immigrants. Hong Kong ranks lowest in attitudes toward the nation, support for women's political rights, confidence in participating at school, and open classroom climate. Moreover, Hong Kong students are most concerned about elections and freedom of expression, but are least interested in political parties. They are more interested in social-related citizenship issues, and try to avoid confrontational and activist politics. This suggests that Hong Kong students are concerned with citizenship issues and politics; are very knowledgeable, and while they are also concerned about society, do not favor confrontations. This partly reflects a Chinese culture and partly reflects that depolicitization perpetuates beyond 1997.  相似文献   

3.
This article attends to comparative education scholars’ calls for more dialogue on the contribution of theory to comparative education research. It first presents the results of a review of a small sample of articles from comparative education related journals that elicited the purposes of their comparative research strategies in terms of exploration, explanation, argument, prediction, recommendation, and theory development. The article then discusses perspectives on the potential for the use of theory to contribute to richer explanations of educational phenomena. Finally, it demonstrates how a comparative study of political socialization in Hong Kong and Mainland China led to the development of explanatory concepts of critical thinking and the application and reconceptualization of the theory of resistance to explain the formation of students’ attitudes towards the nation.  相似文献   

4.
Based on the theoretical framework of self-regulated learning (SRL), the study aimed to examine whether the proposed relationship between classroom environment and students’ SRL was applicable in the case of Chinese readers. In this study, a questionnaire measuring students’ perception of reading instruction, strategy use, and reading motivation was completed by 1,654 Hong Kong and 2,006 Beijing students from grade 10. By comparing students from two different Chinese cities, the study also attempted to understand the learning attitudes and behaviors of students who share the same Confucian cultural backgrounds but experience different educational environments. The findings of this study indicated that the positive effects of perceived reading instruction on Chinese students’ SRL mainly came from strategy and metacognitive-based instruction, teacher support, and the nature of task. While both Hong Kong and Beijing students demonstrated a positive attitude towards their reading instruction as well as a positive degree of strategy use and reading motivation, significant area differences were found in nearly all measured variables. These findings have been discussed in the light of the contextual environments of the two Chinese cities. The study provides useful insights for understanding Chinese learners and Chinese classrooms from the perspective of SRL.  相似文献   

5.
In a context of patriotic education in Mainland China and depoliticised civic education in colonial Hong Kong, this article inquires into the nature of student resistance to state hegemonic political socialisation and examines the effects of critical thinking, as a form of resistance, on students' patriotism and nationalism. With data from questionnaires completed by 535 Hong Kong and Mainland university students, analyses of relationships among perceptions of political socialisation, critical thinking dispositions, and national attitudes reveal that critical thinking mediates the state-intended effects of schooling on political attitudes. The article concludes with a reconceptualisation of the concept of resistance.  相似文献   

6.
David Gardner 《Compare》2019,49(2):192-210
Internationalisation of higher education greatly facilitates cross-border student mobility, which has been extensively researched. This comparative study focuses on the relatively under-explored field of intra-regional educational mobility. It compares attitudes towards learning and using English of M ainland Chinese students and Hong Kong Chinese students while studying side-by-side at an English-medium university in Hong Kong. Using a mixed methodology the study found that the two groups expressed a similarly strong need for, and acceptance of, English as an academic lingua franca but expressed significantly different attitudes, needs and desires in relation to the use of English for social intercourse. The weaker presence of a social lingua franca was accompanied by perceptions of a lack of inclusivity. If, as is suggested in the literature, both social and academic integration are integral to the university experience, the findings reveal a lacuna in the learning environment of this and potentially other similarly internationalised universities.  相似文献   

7.
The study examined goal orientations, perceived parenting styles, and their relationships in a sample of Hong Kong teacher education students. It was found that students adopted both learning and performance goals but tended to be more performance goal‐oriented. Females were more performance goal‐oriented than males. As well, students perceived their most influential parents to be authoritative. In terms of gender, authoritativeness was more effective with females and authoritarianism worked better with males. It was found that perceived parenting styles predicted goal orientations. Authoritativeness was significantly and positively related to learning goals, whereas authoritativeness and authoritarianism were significantly and positively related to performance goals. Besides main effects, there were interaction effects between gender and parenting styles on goal orientations. Cultural and contextual factors were considered in interpreting the findings.  相似文献   

8.
Cross-border student migration has significant implications for host communities in terms of academic, financial and social consequences. In light of Hong Kong’s thirst for human resources, this paper reports on a study that interpreted the graduation plans of a group of “elite” mainland Chinese undergraduates in a publicly funded university. To fully appreciate the complexity of the participants’ graduation plans, the study examined their perceived behavioural control, attitudes towards the students remaining in Hong Kong upon graduation and subjective norms as mediated by socio-contextual conditions. The analysis revealed the participants’ ambivalent attitudes towards Hong Kong in their careers and life pursuits beyond graduation; most of them regarded it as a transition point rather than a destination for their adventures. These findings suggest that the participants had developed intercultural personhoods and regarded educational efforts as a means to acquire cultural capital for their transnational aspirations. They highlight the necessity for institutions and governments to foster and sustain close ties between cross-border students, as represented by the participants of this study, and local students. These efforts will not only develop local students’ intercultural competence but they also help these globally mobile students acquire social capital locally, which facilitates their smooth integration into host communities and encourages them contribute to the communities as part of their globally expanding social networks.  相似文献   

9.
Despite the wealth of theoretical literature on globalization and global citizenship, empirical studies on the topic are lacking, especially in the context of pedagogical needs in relation to global citizenship education. In order to address this gap, a study was conducted in Hong Kong to investigate the attitudes of university students towards various dimensions of globalization and global citizenship. The initial results indicate that Hong Kong university students are generally quite aware of globalization's impact on the economy and personal consumption choices and that while there is considerable apathy towards international affairs, there is also a great interest in cross-cultural service learning opportunities that is not being met by the available programmes. Moreover, this study finds almost no association between age, gender, and religion and any of the measured dependent variables on attitudes towards globalization and global citizenship, the only exception being the factor of past intercultural experiences, where a significant difference in measured attitudes was found between respondents who had and respondents who had not participated in such experiences before. Explanations of the findings and the implications of findings for policy and future research are discussed.  相似文献   

10.
Three hundred and seven teacher education students of a Hong Kong university were administered two questionnaires, one measuring emotional autonomy (EAS) and the other measuring perceived parenting styles (PAQ) of their parents. It was found that the Hong Kong teacher education students tended to be autonomous and they characterized their parents as authoritative instead of authoritarian. In addition, the emotional autonomy scale was positively related to authoritarianism, but negatively related to authoritativeness and permissiveness of parenting. Emotional detachment instead of autonomy seemed to be a more appropriate meaning of EAS for the interpretation of results. Implications were drawn for future research including development of an improved instrument in measuring emotional autonomy to study its associations with perceived parenting styles of young people across cultures.  相似文献   

11.
This article reports on a mixed-method inquiry into pre-service and in-service secondary school teachers’ knowledge about Attention-deficit Hyperactivity Disorder (ADHD) and attitudes toward students with this disorder in Hong Kong. The inquiry revealed no differences between pre-service and in-service secondary school teachers concerning their knowledge of ADHD and attitudes toward students with ADHD. It also identified possible sources of participants’ knowledge and a variety of factors underlying their attitudes toward students with ADHD including sociocultural beliefs and working conditions. The findings call for teacher educators to develop better education programmes to support both pre-service and in-service teachers in undertaking the challenging task of teaching students with ADHD.  相似文献   

12.
Civic education has been assigned the mission of preparing critical thinking, responsible, participating, multidimensional citizens and is also used to serve the function of instilling a sense of national identity, loyalty to the nation state and patriotism In 1996, before the return of sovereignty of Hong Kong to China, the Hong Kong Education Department published theGuidelines in Civic Education for School (1996), which includes education for democracy, human rights education, global education and nationalistic education This survey adopted an amalgamate framework of five types of nationalistic education to study the understanding of nationalistic education of civic educators in secondary schools in Hong Kong The initial findings showed that the civic educators were basically strongly eclectic in terms of education for cosmopolitan, civic, and cultural nationalism and moderately eclectic in terms of anti colonial nationalism but rejected education for totalitarian nationalism This eclectic understanding can be said to be heading towards a more liberal, rational, open and inclusive type of nationalistic education, which is compatible with a cosmopolitan and pluralistic society such as Hong Kong  相似文献   

13.
A closed‐form questionnaire was used to explore the ideas of school students about the composition of air, the causes and consequences of air pollution and the extent to which the students would accept various courses of action to reduce air pollution. Items for the questionnaire were derived from the results of interviews and an earlier open‐form questionnaire. More than 3000 students aged 11 to 17 years and from Australia, Hong Kong and the UK were surveyed. There was a degree of similarity between students from the different countries in their knowledge about air composition and air pollution. In terms of attitudes, however, there were differences in students' opinions about the acceptability of actions to improve air quality. Path analysis of the data appeared to show that Hong Kong students are more amenable to education as an instrument to influence their attitudes. For the other countries, the acceptability of actions for environmental protection was related to the degree of concern about air quality  相似文献   

14.
Positive attitudes of key stakeholders, such as school principals, towards a new policy are considered a necessary pre-requisite to implement any such policy. Hong Kong has recently formulated a policy that supports the integration of students with disabilities into regular schools. This study investigated the attitudes of Hong Kong primary school principals toward integration, with a view to determining if these school leaders are prepared to implement integrated education practices in their schools. A modified version of the School Principals’ Attitudes toward Inclusion scale (Bailey, 2004) was used to collect data from participants. Based on the responses of 130 primary school principals, it was found that their attitudes toward integration were slightly negative. Principals who had less teaching experience and who were administering schools with smaller student enrolment were found to hold more positive attitudes toward integration. The variable of “having a family member or close friend with a disability” had a significant and positive effect on the principals’ attitudes toward integration.  相似文献   

15.
In the light of changing needs for the professional development (PD) of ESL teachers in Hong Kong, this study investigates current practice and future needs within the context of the implementation of educational reforms by the Hong Kong Government. A cohort of ESL teachers, members of a knowledge sharing community project, participated in a survey to gauge their experience of, and attitudes towards, PD. The survey produced a 100% response. Data from the cohort indicated that experienced, well-qualified ESL teachers perceive the need for PD from a broader perspective than their less qualified, less experienced peers who are driven by more immediate needs. These findings resonate with those from countries where PD is viewed as an integral part of ongoing teacher development. The paper concludes with the recommendations that the current findings would be augmented by a further, qualitative study.  相似文献   

16.
In this 1991 study the sex behavior and attitudes of first-year university students in Shanghai, China, were compared to attitudes and beliefs of first-year students in Hong Kong. Findings do not confirm a strong Western influence and increased promiscuity. The evidence suggests that the effect of Westernization or modernization is dependent on and varies with the nature of the imported Western culture and the form of and standards for sex education. Students from Hong Kong, which is more modernized than Shanghai, were less sexually active and more conscientious about using contraception. A high percentage of Shanghai students had experienced sexual intercourse and multiple sex partners. Christian males from the Hong Kong survey had less coital experience than non-Christian Hong Kong males. The surveys were conducted in 22 universities in Shanghai among 1919 first-year students, but only 25.1% responded with completed questionnaires (344 single Chinese males and 137 single Chinese females). The Hong Kong questionnaire was distributed to 7675 students. 2341 single Chinese males and 2247 single Chinese females who were unmarried and non-Chinese completed the survey (a 48.5% response rate). It is argued that restrained female unmarried sexuality is still limited by cultural and religious attitudes.  相似文献   

17.
This article reports the findings of a one-year longitudinal study that investigated the impact of group work on the development of students’ critical thinking in Hong Kong secondary schools. It explores whether the participation of teachers in a group-based teaching intervention adapted from an earlier study conducted in the United Kingdom (UK) facilitated students’ use of critical arguments in Liberal Studies lessons. In addition to examining students’ critical thinking skills through test performance and the use of reasoned justifications in written class-work, the article also discusses the applicability to the Hong Kong context of the programme on which the intervention was based. In general, the results of the study indicate that group work is more effective than whole-class instruction in developing students’ critical-thinking skills and that students make better progress in ‘teacher-supported’ than ‘student self-directed’ group work.  相似文献   

18.
School-based pipelines/routes for university and technical engineering education are recognised as important for economic development and the high-school years are critical for shaping students’ career aspirations and attitudes. This study examined a range of attitudes/experiences on the aspirations of secondary students to pursue engineering education and vocation. Experiential/attitudinal aspects covered demographic characteristics, family/school support, practical learning experiences, curricular/extra-curricular experiences, attitudes, perceptions and engineering-efficacy that may affect aspirations. A validated questionnaire capturing these variables was administered to respective samples of secondary school students from four Chinese geo-engineering regions (Beijing, Guangzhou, Hong Kong and ShanXi; 5965 students) that represent differing degrees of industrialisation. Comparative analyses across regions show ‘doing’ engineering is key to motivating students’ aspirations; while regional variations suggest that schooling and family factors are generally more significant in industrialising Mainland cities, and extracurricular opportunities and personal factors are more significant for students in post-industrial Hong Kong.  相似文献   

19.
This study aimed to explore the differences between Chinese good and poor readers in their strategy use by using a think‐aloud method. Eight grade 7 students in Hong Kong, four good readers and four poor readers, received a think‐aloud task and an interview in the study. Consistent with the Western studies, findings of this study indicated that Chinese good readers used more strategies and had better ability and knowledge of strategy use than did poor readers. In addition to the cognitive deficiencies, poor readers were also found to have poorer intrinsic motivation than did good readers. The combined problems of poor reading ability and motivation made them reluctant to process the text at a deeper level and they gave up easily when they encountered reading difficulties. Implications of these findings for studying the reading problems of Chinese students and implementing effective reading instruction in Hong Kong Chinese language teaching are discussed.  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   

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