Abstract

The interdisciplinary field of neuroeducation is built on the connections among neuroscience, cognitive science, psychology, and education in an effort to create a new science of learning that may transform educational practices. The future advancement of neuroeducation, however, is facilitated through clarifying its disciplinary boundaries as a field of study. To this end, a qualitative content analysis was employed to define the state and scope of the field in terms of its own discipline-specific terminology. Drawing on the results of the present study, neuroeducation can be defined as a broad interdisciplinary and multidimensional field concerning matters pertaining to mind, brain and education drawing on theories and methods from a range of disciplines. The main goal of the field is to investigate scientific and pedagogic bases of learning and education utilizing a variety of research methods that are currently used within all the contributing fields. The greatest challenges facing the field are the prevalence of misconnected or misinterpreted assertions and lack of a common language among researchers in the field. What is more urgently needed, however, is to train a new generation of professionals who will be able to generate new knowledge and critically evaluate concepts, assumptions, underlying theories and limitations in the field.

Keywords: neuroeducation; interdisciplinary studies; mind, brain, and education science

Abstract

There is a growing body of literature highlighting issues concerning current educational provision for ethnic minority students in Hong Kong. The popular media is also featuring these issues. In addition, the Equal Opportunities Commission has formally notified the Education Bureau of its concerns about the education of ethnic minority students. This article reviews a range of issues and concerns that have been raised regarding educational provision for ethnic minority students in Hong Kong. It particularly raises the issue of “out of school” ethnic minority children in Hong Kong. To date, most of the existing literature has been on ethnic minority students who are already in the school. Yet a careful analysis of the reports and tables published from the 2006 census data suggests that a good number of ethnic minority children are probably not in school, including pre-primary, lower secondary, upper secondary and post-secondary age groups. Despite the fact that some legislation is in place to protect the educational rights of ethnic minority children in Hong Kong, they are nevertheless facing a number of issues and challenges inside school. In addition, the fact that ethnic minority children are “out of school” raises new issues about access and equity in Hong Kong’s education system.

Keywords: “out of school” children; ethnic minority students; equitable educational provision

Abstract

The importance of introductory accounting to the success of accounting majors has led numerous accounting academics to focus on the assessment, curriculum and instructional aspects. Teaching of the course also presents a great challenge as many universities combine accounting and non-accounting students into the same class.

The purpose of this article is: (a) to develop a framework that can be applied to the teaching of introductory accounting, through an extensive review of existing literature pertaining to four English-speaking countries; and (b) to conduct a survey of all Hong Kong degree-granting institutions to determine the acceptability of such a framework in that locality. The results indicate that Hong Kong academics are not different from the major English-speaking countries.

The framework is to (a) use seven of the eight AECC initiatives for first-year accounting courses for pedagogical considerations, (b) use an appropriate blend of the preparer’s and user’s approaches in teaching the course to accounting majors, (c) use the user’s approach in teaching the course to a separate class of non-accounting majors, (d) use the theoretical and conceptual approach over the strict procedural approach in teaching the course, and (e) use deep and elaborative processing as learning strategies for conclusion-oriented results.

Keywords: introductory accounting; Accounting Education Change Commission; user’s or preparer’s approach

Abstract

In the new senior secondary mathematics curriculum launched in 2009 in Hong Kong, schools and teachers were granted the autonomy to decide which modules are to be offered to students. Such a move is an important step in curriculum decision making in Hong Kong which for a long time has been characterized by its centralized nature. The move has had a significant impact on the quality of the school curriculum as the decision makers are now vested with the responsibility for choosing the curriculum options most appropriate to their students. Who are the decision makers in the schools? What factors do they consider? To answer these questions, a study was conducted in six secondary schools; 14 school administrators and teachers were interviewed. The study showed that students, mathematics teachers, mathematics panel heads and principals all influenced each other in the curriculum decision-making process. The process was far from simple. On the one hand, the needs, interests and abilities of students were considered with the aim of preparing them for the university entrance examinations; and on the other hand, practical considerations including the availability of suitable and qualified teachers were also influential. These findings point to the importance of taking curriculum decision making at the school level into consideration when formulating curriculum policy and the structure of the school curriculum.

Keywords: curriculum decision making; curriculum reform; Hong Kong; mathematics curriculum design

摘要

語言學習的最終目的在於通過溝通和交流產生交際意義，而目前香港社會還未形成以普通話為主的交際溝通語境，對中小學生普通話交際能力的訓練，很大程度上還須依賴課堂的交際化教學過程。在此過程中，課堂教學的設計是關鍵一環，我們應該在普通話課堂教學中注入符合語言教學理論的交際化教學模式。本文基於Littlewood（2004）提出的「從關注語言形式到關注交際意義」的教學理論，輔以實例設計，探討交際型普通話課堂教學的設計並分析其實施過程。

關鍵詞：交際型語言教學；課堂教學設計；普通話教學

Abstract

The ultimate aim of language learning is to enable students to achieve the communicative meaning through communicative activities. Hong Kong society has not yet formed a Putonghua-based communicative context. In this connection, the Putonghua communicative competence training for primary and secondary students still relies heavily on the classroom communicative teaching process. The design of classroom teaching thus becomes a key factor. Supported by practical teaching examples, this article aims to explore and analyze the design of communicative Putonghua classroom teaching processes, based on Littlewood’s (2004) theory of “the continuum from focus on forms to focus on meaning.”

摘要

本文以香港四位通識教育科實習教師為個案，探究教師在實施議題為本方法時面臨的挑戰與困難。結果發現，教師要面對以下四種張力：學習的寬度與深度；在限定時間內完成教學工作量與實施議題探究的教學策略；如何令所有學生投入學習；考試導向與學生學習導向等。這四種張力對每位實習教師的影響均不同，這與教師個人的專業背景、教學信念不無關係。文章最後就以上發現作深入討論，並提出改進建議。

關鍵詞：議題為本方法；通識教育科；課程實施

Abstract

Through the case study on four pre-service teachers, this article investigates the challenges and difficulties of pre-service teachers in Liberal Studies subject in their implementation of issue-based approach. The study found that pre-service teachers faced four kinds of tensions during their teaching practice period, namely adopting a broad or in-depth approach on learning; completing all units within timeframe or implementing issue-inquiring strategies; problems of engaging all students in learning; and conducting examination-oriented or student-centered teaching. The above tensions have different influences on the four pre-service teachers, depending on their professional background and teaching beliefs. Finally, the article discussed those challenges and difficulties thoroughly and made recommendations on improvements.