香港中小学教育公平的实践

入学机会在香港虽早已普及,但这并不代表香港中小学教育是公平的。为了检视香港教育公平的实践,本文回顾了香港回归后与教育公平有关的教育政策争议,从学童的性别、贫穷家庭子女、特殊学习需要学童、少数族裔学童、新来港与跨境学童等几方面剖析了香港中小学在教育公平方面的实施情况,并就探讨香港教育公平课题提出了进一步的建议。     

香港“全校参与”的融合教育模式

一、"全校参与"融合教育模式的发展 1."全校参与"融合教育模式的发展 1997年9月,香港政府推行了一项为期2年的融合教育先导计划,有7所小学及2所中学参加,录取了49名有特殊教育需要的学生.该计划鼓励学校"全校参与",为学生提供支援.     

教育公平是全纳教育的核心内涵

全纳教育是目前国际教育发展的一个重要趋势。在我国全纳教育引 发了人们对教育公平问题的思考。本文借鉴教育公平思想理论,对全纳教育 的起点、过程、结果进行了全方位的分析并指出,全纳教育是一种以教育的公 平为本位的全新教育理念,教育公平是全纳教育的核心内涵。     

Education in Hong Kong: Histories,Mysteries and Myths

This article analyses the varied characteristics of histories of education in Hong Kong and discusses the perspectives that an acquaintance with them can provide. Such a focus encourages consideration of the use of incomplete sources by historians of education, as well as attempts to make sense of past educational developments through periodization. The author adopts a periodization scheme associated with colonialism, which facilitates the identification of mysteries (questions derived from incomplete evidence) and the explanation of myths (answers based on incomplete evidence). He anticipates that a similar approach to other societies could stimulate similar insights into both mysteries and myths.     

Higher Education in Hong Kong

This article describes the extraordinary expansion of higher education in Hong Kong which took place from around the mid-1980s to the mid-1990s. It considers the factors involved in this expansion with some reference to theories of policy development, and speculates on certain aspects of the situation after the 1997 handover to the People's Republic of China.     

Technical Education in Hong Kong

The present study explores the environmental attitudes (EA) of senior high school students in Turkey, explains which determinant factors affect these EAs, and concludes with some suggestions for curricular reform. This study includes over nine hundred students from different school types, neighbourhoods, geographical regions, and socioeconomic backgrounds. The researcher used two different questionnaires that were based on postmaterialist values: one based on the New Environmental Paradigm (NEP) and the other developed by the researcher called the General Environmental Attitudes and Perceptions (GAP). The results of ANOVA and t‐tests show that EAs of students vary depending on school type, gender, parents' education levels, parents' political views, professions, and household income. Students at public high schools, females, lower middle class students, students with well educated parents in white‐collar professions, and students with liberal parents have more pro‐environmental attitudes than the others. Students from vocational schools, almost all of which are based on single‐sex education, have scored the lowest on both surveys.     

香港职业教育的特点及启示

香港职业教育具有和人才市场紧密相联、市场化的经营理念、行业化的资格确认体系、科学实际的教学方法和多样化的教育管理模式等特点,在政府角色定位、职业教育目标确定、资源配置方式、办学层次和教学内容等方面能给内地的职业教育发展以启示。     

全纳教育视角下特殊儿童的教育公平

全纳教育的核心内涵就是教育公平.特殊儿童作为弱势群体中一个规模较大的群体,在其接受教育时,用全纳教育的思想指导,更有利于特殊儿童享受公平的教育权利.本文基于全纳教育视角,试图从受教育权利平等、教育过程的公平及教育结果的公平三个方面论述教育公平理念,并在此基础上提出促进全纳教育的发展是促进特殊儿童教育公平的有效途径.     

香港学前教育学券计划的理念、实施及作用

2006年，香港政府引入“教育学券制度”，加大对学前教育的投入，让香港地区符合条件的学龄前儿童都能够接受学前教育资助。本文介绍了香港“学前教育学券”计划，并对此计划中体现的教育公平、实施的管理规范、推进过程中对学前教育机构和教师的促进等进行了评析。     

寰宇学校计划:利用信息技术促进科学教学

本文以参加“寰宇学校计划:校本科学课课程发展”的学校作个案研究,介绍了会员教师如何利用信息技术丰富科学课堂(本文所指的科学课包括小学常识科的科学课题部分及初中的综合科学课)来提升本地的科学教学质量,以及学生如何能更有效掌握有关科目的概念及发展信息技术的技巧。     

香港高校通识教育课程变革

香港高校自2012年起推行四年新学制以及新的课程架构,其特点为:(1)课程理念与目标已经超出传统学术与智性发展范畴,开始融入与共通能力、态度有关的元素。(2)课程架构以必修课与分布选修结合为主要特征。分布选修的范畴围绕人文与艺术、社会与文化、科学与技术三大知识领域展开,必修科目的内容存在明显差异,有的大学围绕智性探究,有的大学还在智性探究范畴之外增加语言沟通、共通技能、统整融合的元素。(3)课程内容超越知识探究,关注当代社会重要议题以及未来生活需具备的能力与素质。(4)课程发展采取成果为本方法。(5)建立完善的质素保证机制,对通识课程进行定期检讨,从不同渠道搜集持份者意见,对通识课程、教学做出持续改进。     

香港职业教育的启示

香港职业教育在建设发展中有许多成功经验值得学习和借鉴.赴港学习的一个星期中,对香港职业教育过去和现在的职教体系、管理方法、教员工作等方面增加了一些理性认识,获得一些启示.     

全纳教育、全纳学校、全纳社会

全纳教育是一个全新的教育理念 ,也是国际教育研究的一个新领域。全纳教育的理念需要全纳学校来实践 ,因而全纳学校是不同于以往的普通学校和特殊学校、也不同于后来的一体化学校 ,它是一种新型的教育模式 ,在教育、社会、经济方面均具有极大意义。全纳教育理念和全纳学校实践的目的是要促进形成一种追求社会公正、机会平等和民主参与的全纳社会。为此 ,在现存社会中对阻碍这种追求的任何障碍都应该加以确认、质疑和消除。全纳教育的理念指导我们实施全纳学校 ,全纳学校的实践促使我们走向全纳社会。     

新加坡与香港地区教师教育比较

1970年,新加坡总理李光耀在香港大学年会上以"双城记"为题做了一场发人深省的演讲,除了讲述新加坡和香港地区所取得的相似成就与优势以外,还进一步做出预测,表示两地在未来将会取得更大的成功.在此基础上,笔者试图从一个更为广泛和更具批判性的视角进行深入分析,首先梳理出二者基本差异,进而再讨论是哪些特定的政治、文化和教育因素最终导致了二者的不同发展路径和成果.国际研究学者围绕同一主题共同创作了一篇具有独到见解的文章,这使得1970年发表的这篇文章在35年后又被重新提起.     

Education,Civic Participation and Identity: Continuity and change in Hong Kong

This paper firstly identifies the major legacies inherited by the post-colonial government in Hong Kong, with reference to the key features of access, control and curriculum. Subsequently we examine the state's attempts to reconcile the tension between its quest for legitimacy and for stability. Two dimensions of education, namely the process of educational policy making and the nature of citizenship promoted through the school curriculum, are analysed in terms of the conceptions of civic participation and identity promoted and implemented by the state. In conclusion we point to the shift in the policy making process and the strengthening of policy actions designed to promote the state's conception of civic identity.     

The Influence of an Inclusive Education Course on Attitude Change of Pre‐service Secondary Teachers in Hong Kong

Since the mid‐1990s in Hong Kong there has been a slow but obvious shift from expecting students with disabilities to be educated in segregated special schools to providing more opportunities for them to be educated alongside their mainstream peers. Pre‐service teacher training institutions have begun to offer modules of study in order to assist mainstream teachers in coping with greater diversity in their classes. The main purpose of this paper is to examine the adequacy of an inclusive education module on the attitude change of pre‐service teachers in Hong Kong. A convenience sample of over 200 pre‐service secondary teachers in a B.Ed. (Honours) Programme at one university participated in the study. Data were obtained through a three‐part questionnaire to find out whether there were any substantial changes in their attitudes, concerns and confidence for inclusion before and after taking a module of study on inclusive education. Findings and implications are drawn in light of preparing teachers to cater for diversity in the schools in Hong Kong.     

Intra-Nationalization of Higher Education: The Hong Kong Case

This paper explores the internationalization of higher education initiatives of Hong Kong, being one of the Special Administrative Regions (SAR) of China, within the context of the Chinese Mainland-Hong Kong (CM-HK) relations. Historical, social, economic, and political ties between Hong Kong and the Mainland of China, their economic and political interdependency, and a time series analysis of Hong Kong’s University Grants Committee (UGC) statistical data (local and non-local participation, geographic composition, and cost analysis of UGC-funded programs) are used to support what the author calls the “intra-nationalization of higher education.” This forms a unique internationalization strategy, whereby a sub-national region such as Hong Kong and possibly Macau, orients its internationalization strategy towards a motherland, in this case China.     

香港中文教育政策述评

香港特区政府以“两文三语”为目标的中文教育政策,是香港总体语言政策的构成部分,文章从推广普通话、推行母语教学、以普通话教授中文及推行简化字等方面对此进行了述评。