共查询到20条相似文献，搜索用时 875 毫秒
1.
Vicky C.W. Tam 《Asia Pacific Journal of Education》2009,29(2):213-227
One component of the curriculum reform in Hong Kong focuses on the use of homework in consolidating learning, deepening understanding and constructing knowledge. This study examines the profile of Hong Kong primary school students' homework involvement, and investigates the relationships between time involvement and academic attributes, namely interest in homework, interest in academic subjects, academic efficacy, and efficacy for self-regulated learning. The sample comprised 2,361 primary school students representing all six grade levels in Hong Kong. Data was collected using questionnaires and homework diaries. Results showed heavy homework involvement among primary school students in Hong Kong, especially at the senior primary level. Differential patterns across levels were observed for the relationship between homework involvement and academic attributes. Specifically, junior primary students' study-related interests and efficacies were found to decline with increasing time involvement, whereas inverted U-shape relationships were observed among senior primary students. There was concern for students with high time involvement as they received more homework and they worked slower. They were less likely to perceive the positive functions of homework, and showed poorer study-related interests and efficacy beliefs. The findings of this study provide crucial information for school personnel and educators in Hong Kong in developing homework strategies and policies that enhance teaching and learning. 相似文献
2.
本文介绍了香港中学生进入大学的途径、香港“大学联合招生办法”及其运作机制。比较了两种不同的派位理念及派位方法,以说明香港采用的考生优先的派位方法。最后归纳了香港“大学联合招生办法”的两点启示招生规则比大学自主权重要,考生意愿比大学意愿优先。 相似文献
3.
Baohua Yu 《Educational studies》2019,45(4):520-532
This study examined (1) differences in background, integrative/instrumental motivation, learning approach, leaning strategy and proficiency in second language (L2) and (2) the determinants of learning outcomes between Hong Kong and Mainland (Chinese) students. To achieve this, a questionnaire survey was distributed to 773 s language learners across four universities in Hong Kong and Mainland China to students in Bachelor of Education (English Language) programmes. The results showed that L2 proficiency was the strongest predictor of learning outcomes for Hong Kong and Mainland students, while integrative motivation was also a significant predictor of learning outcomes in both sample groups. In addition, instrumental motivation, deep approaches, and learning strategies were found to be significant predictors of learning outcomes for Mainland students. Mainland students demonstrated lower levels of motivation, learning approaches, learning strategies, L2 proficiency, as well as learning outcomes relative to Hong Kong students. Implications for curriculum design, classroom teaching and assessment, and future research are discussed in the paper. 相似文献
4.
Although previous research has examined how generic skills and disciplinary contexts are related, such investigation has not been conducted from students’ perspectives. Implications of disciplinary differences for the design of a generic skills curriculum have also remained unexplored. In this study, a questionnaire was administered to 502 first-year engineering and business students from a Hong Kong university which explored their perceived importance and competence level of their generic skills, as well as their motivation towards developing these skills. The results of engineering and business students were compared which revealed some disciplinary differences. Substantial differences were found in the importance and competency ratings on IT skills and business students gave significantly higher importance ratings on most generic skills than engineering students. This study will help guide curriculum design that leverages the benefits of interdisciplinary programmes and incorporates generic skills as part of learning outcomes within disciplinary contexts. 相似文献
5.
随着第一届香港中学文凭考试顺利完成,香港的"三三四"新学制改革在2012年进入了一个新阶段。经过多年的讨论、咨询、研究和筹备,它在三年制高中终于得以落实,香港学生终于可以获得更完整、更全面的高中教育。香港中学文凭考试的设计,配合了新学制和新课程的发展,更满足了全体学生和社会中不同利益相关者的需要。同时,在科目设计上增加了应用学习课程,使一些对传统学科兴趣不大的学生可以通过香港中学文凭获得、达致某行业技能的资历。对于选修传统学术科目的学生来说,校本评核避免了以往"一试定生死"的局面。而水平参照成绩汇报方式,能够让大学或雇主等不同利益相关者更清楚地理解学生的实际能力。中学文凭考试的新标准为教育界和社会整体普遍认同。 相似文献
6.
Frank W. Agbola 《Studies in Continuing Education》2017,39(3):333-356
Making decisions about education choices is challenging and difficult for students. Utilising the theory of reasoned action, we specify and estimate a conceptual framework that captures the cognitive process of decision making of students in choosing top-up higher degrees in Hong Kong. Top-up higher or bachelor’s degrees are top-up undergraduate programmes forming a progression route for sub-degree graduates to earn bachelor’s degrees. We argue that attitudes, subjective norms and perceived value influence a student’s top-up higher education choices. Our results show that family members, educators, job availability and security, social image and difficulty of curriculum play critical roles in influencing students’ decision. We also find differences between females and males, between business and non-business students and between Year 1 and Year 2 students in higher education choices. These findings underscore the importance of educational institutions developing effective policies for promoting top-up higher degree programmes by taking cognisance of gender, the field of study and year of study differences and for policy makers to understand the dynamics of higher education. 相似文献
7.
Winnie Sin Wai Pui 《Support for Learning》2016,31(4):329-346
The purpose of this study was to explore special educational curriculum design at senior secondary school level and whether this helps to enhance the academic attainment and self‐confidence of students with learning difficulties. An in‐depth discussion focuses on lesson planning for the individual needs and group needs of students by implementation of self‐regulated learning strategies, based on a case study in a special school in Hong Kong. A multiple methods research design was envisaged for the implementation phase of this participatory action research. Lesson observations, video recordings, teachers’ diaries and students’ interviews were collected during one academic year in a form 5 (equal to year 12 in the UK) classroom. It is suggested that curriculum design should include various elements: learning knowledge, values and attitudes, and generic skills. This differentiated curriculum design showed how subject learning targets could be responsive to both the individual and the group needs of students with learning difficulties. Conclusions also indicate that assisting students to become aware of their individual needs is beneficial both for learning and for curriculum design. 相似文献
8.
As part of the reform of the overall education system in Hong Kong, the government set a target in October 2000 of raising the percentage of senior secondary school graduates who could receive higher education from the current 30% to 60% within a period of ten years. Prior to this announcement, however, the School of Professional and Continuing Education of The University of Hong Kong (or HKU SPACE for short) had already taken the lead by establishing the first Community College in March 2000. The Associate Degree programme of the College offered an alternative route to higher education to many aspiring young people. The broad-based curriculum with its equal emphasis on science and humanities (as well as solid generic skills) is a new attempt to produce people that can meet the challenges of the knowledge society. The first intake of 740 students in 2000 was followed by a second intake of more than a thousand in 2001. This paper examines the experience gained during the first two years of this new development, and explores the role of community colleges in general in the education reform movement and human resources development strategy of Hong Kong 相似文献
9.
《师资教育杂志》2012,38(2):219-236
Liberal studies is a new subject in the new senior secondary curriculum in Hong Kong. This study attempted to identify factors that shape liberal studies student teachers' decisions in lesson planning. Based on interview data and lesson plans developed by the student teachers, this article maintains that four factors interacted with the subject features of liberal studies to shape the student teachers' planning decisions, namely, teacher knowledge, curriculum requirements, materials and resources, and interaction with equal and more capable partners. This paper further looks into how teacher knowledge expresses itself at different stages of lesson planning. The findings suggest that to facilitate enquiry learning in students, liberal studies teachers need to adopt an enquiry stance in lesson planning. This paper argues that the limitations of liberal studies student teachers' content knowledge need to be addressed in teacher preparation programmes and suggests teacher networking as one way to strengthen novice liberal studies teachers' content preparation. The implications for teacher education are discussed. 相似文献
10.
在设计香港"三三制"新高中数学课程上存在着不少挑战,包括学习差异随学制的变动而进一步扩大,加深教与学上的困难等.为了更全面兼顾学习者本身在修读高中数学上不同的需要,己发表的有关数学科新高中课程建议内容可作更深入的讨论和修订. 相似文献
11.
This study explored senior secondary students’ beliefs and experiences of learning an interdisciplinary curriculum, Liberal Studies, in Hong Kong. Through the analysis of focus-group interviews with 168 students, most of the students were found to enjoy or at least not resist interdisciplinary learning, and preferred to study real-world contemporary issues. More than half of the students, however, expressed their relative lack of confidence in interdisciplinary learning because of the difficulties they encountered in Independent Enquiry Studies and the public examination. The students were also found to have undertaken examination-oriented activities when the public examination approached. The study sheds light on the realization of interdisciplinary learning in secondary education in contexts where teacher-centred pedagogy and an accountability agenda remain influential. 相似文献
12.
本文从学科划分、课程设置、培养目标以及毕业要求四个方面比较了香港与内地的教育学专业硕士研究生教育。香港高校在学科和专业设置上拥有较大的自主权,培养目标更具社会亲和力,课程设置以人为本、灵活性高,课程内容与要求上体现出对学生研究能力的关注。香港与内地的教育体系不同,应各取所长,相互借鉴。 相似文献
13.
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
14.
This study investigated the sense of belonging of part-time students through interviews with 53 novice or experienced students enrolled in part-time programmes in Hong Kong. It was found that students were more easily able to affiliate with their class groups or teaching staff than with their department or university. Seven methods are suggested for promoting a sense of belonging. Class cohesiveness can be developed through learning activities and maintaining classes as a cohort. Relationships with teaching staff can be developed through encouraging interaction, providing good quality teaching and making a positive initial impression. There was also evidence that a sense of belonging was more likely to develop if enrolment was through departments and part-time students had access to resources and facilities. The data showed that promoting a sense of belonging contributed to better quality learning outcomes and increased the chances of students completing programmes. 相似文献
15.
自新世纪以来,香港对其高中教育制度进行了全方位的改革。这次改革有如下几个特点:在培养目标方面,强调学生的多元化发展;在课程方面,强调内容的平衡性;在评核制度方面,强调设计与实施的科学性等。 相似文献
16.
Ping Kwan Fok 《Educational Research for Policy and Practice》2016,15(3):209-230
In major curriculum reforms, there are inevitably gaps between design and implementation issues, taking the introduction of liberal studies (LS) into the senior secondary curriculum in Hong Kong as a classic example. The current paper illustrates how the implementation of LS as a compulsory core subject has impacted noticeably on Hong Kong senior secondary education. The LS curriculum setup is somewhat different from traditional subjects due to both the interdisciplinary nature of its design and the conceptions of learning, teaching, and assessment. The current study therefore attempts to portray the delicate balance that exists between the desirability ans feasibility of LS curriculum reform through interviewing members of the working group on the review of the academic structure for senior secondary education and interface with higher education. The study reports that, while LS policy makers considered both desirability and feasibility angles of the LS curriculum in their initial planning, the implementation of the LS public examination and teacher training to support the radical curriculum innovation fell short of expectations. Findings in the study clearly indicate that much more should be taken into account in respect of the dominance of an examination culture as well as teachers’ professional development when making major curriculum design changes. 相似文献
17.
English teaching and learning has taken an interesting shift in Hong Kong schools with the implementation of the New Senior Secondary (NSS) curriculum under the ‘334’ education reform. Situating the paper within the broader considerations of the intersection of Cultural Studies and English teaching, this paper examines the challenges and prospects of teaching the new Language Arts elective called Learning English through Popular Culture module. It is argued that while the module endeavours to connect and motivate Hong Kong students to learn English through popular culture materials, the official curriculum and schemes of work, however, narrowly articulate the teaching of popular culture texts conceived as ‘text-types’. Such a formulaic approach to using popular culture in the classroom is limiting and locks students into a procedural way of ‘thinking’ and ‘doing’ popular cultural texts. The paper concludes by offering some ways forward that might deliver what is otherwise a revolutionary and innovative curriculum. Beyond the specific case of Hong Kong, the curriculum challenge discussed is instructive for other education systems and curriculum scholars looking to develop new pedagogies from the intersecting disciplines of Cultural Studies and English teaching. 相似文献
18.
This study examined the interrelationship between student learning experiences and study behaviour in explaining academic achievement. The participants were 541 final year students from a university in Hong Kong. Students' learning experiences and study behaviour were measured using the Course Experience Questionnaire and the Learning and Study Strategies Inventory. Structural equation modelling demonstrated that different learning experience factors have differential influences on student study behaviour. Students' perception of teaching quality and generic skills development were found to be most influential in terms of motivation and attitude towards study, which were most predictive of academic performance. The implications for curriculum design and instructional practice on university student learning are discussed. 相似文献
19.
香港新高中课程改革:背景、构架与经验 总被引：2，自引：0，他引：2
为了配合新学制的改革,香港在21世纪伊始启动了新高中课程改革,并于2009年9月开始正式实施。从香港新高中课程的架构来看,香港新高中课程以全人教育、多元发展、终身学习为理念,旨在照顾学生的不同兴趣、需要、性向及能力,培养香港未来一代具备广阔的知识基础、高度的适应力、独立思考及终身学习的能力,在课程架构、课程改革实施策略等方面形成了自己的特色和经验。 相似文献
20.
Suet Ching Luk 《British journal of educational technology : journal of the Council for Educational Technology》1998,29(2):137-147
Field independent students are generally expected to perform better academically than those who are field dependent, and this is particularly marked in distance learning where students learn without the traditional support offered in conventional instruction. In this paper two studies of the relationship between field dependence and academic learning in the context of distance learning are reported with Bachelor of Health nursing students in Hong Kong. In both studies field independent nurses performed significantly better than field dependent ones. Some implications of these findings for distance learning are discussed. 相似文献