We are in an era when knowledge is expanding at an unprecedented rate and moral values are being challenged. The traditional way of teaching (imparting students with mere knowledge) and the traditional way of learning (passive receive of knowledge) are no longer adequate for equipping our younger generation to meet the challenges of an ever advancing knowledge-based society and the dynamically changing environment.
The slogan of the Curriculum Reform proposed by Hong Kong Curriculum Development Council in November 2000 is "Learning to Learn, Learning for Life". Under the reform, students are the focal point of the entire curriculum reform. In order to implement these changes in education, the Education Commission Report has proposed a new culture in learning and teaching, as well as in assessment. (Learning for Life, Learning through Life: Reform Proposals for the Education System in Hong Kong, par. 8.2.11-8.2.23) To make the "new culture" be a realistic one, the report has also suggested a set of strategies to implement these changes. (par 8.2.24-8.2.29) This paper aims at investigate the strategies suggested in the Report, to see whether they are good enough to implement the changes and bring about the new culture.
The focus of nine-year basic education (from primary one to secondary three) is to help students achieve an all-round personal development and to attain a basic level of competence in various aspects in preparation for life-long learning (par. 8.2.1) However, as teaching in Hong Kong has been dominated by public examination pressure, the gap between the "intended curriculum" and the "implemented curriculum" became widen. In order to enable every student to achieve an all-round development according to students' own attributes to meet the challenges of the 21st Century, changes should be made and the Curriculum Reform has been proposed.
The key to a successful reform for realizing the aims of learning and teaching that can bring about real changes in school life. (par. 8.2.11) The seven aspects of the new culture of learning and teaching proposed by the Education Commission are as follows:
"Learning to learn" is to grasp the basic learning skills, and to gain a thorough understanding of the concepts to be learnt, since the fostering of a positive learning attitude and the strengthening of students' learning abilities are more important than imparting of knowledge.
Besides academic studies, how to tackle problems and work with others are equally important in facilitating all-round development of students.
As knowledge is not suitable to be divided into inflexible subject frameworks, we should help students develop abilities and skills for analyzing issues from different angles and applying knowledge of different domains through integrated learning.
Textbooks are never the sole source of knowledge. Rather, people and things around us can all be excellent learning materials. School-based teaching materials of fitting students' needs are encouraged to make learning an interesting and inspiring experience.
Learning can take place both inside and outside of the classroom. In order to make learning in a more interesting and all-round way, other sectors of the society should work co-operatively with schools.
More flexible use of the learning time, such as allocate several periods in a day for learning activities (e.g. as field visit), with a view to enabling students to experience an uninterrupted and comprehensive learning life is encouraged.
Students should be allowed more room to choose learning modules that best suit their interests and abilities, and they should also be encouraged to have wider exposure in different learning areas.
Assessment is an integral part of the curriculum. It is impossible that new culture of teaching and learning can be brought without a change of assessment system.
The Education Commission proposed that "students' attitudes and abilities, rather than the knowledge they memorize, should be emphasized…more attention should be paid to their performance and the problems they encounter in the learning process." (par. 8.2.21) They also proposed that "observation of students' performance in classroom and participation in project work should be used…apart from marking scores, more analytical assessments with specific comments should be made."(par. 8.2.21) In order to promote all-round development of students, "the weightings given physical education and arts education should be duly increased." (par. 8.2.21)
The new culture proposed by the Education Commission is no doubt based on sound educational principles. In fact, they are what most educators throughout the world really believe. Many teachers in Hong Kong do agree with the direction of changes, however, the most critical task is how to implement those changes and create the new culture. The Education Commission Report suggested 3 strategies to make the Reform be realized: (par. 8.2.24)
Schools are expected to develop their school-based curriculum to bring out such "new teaching and learning culture". Participation of experts and reference to international experience in designing a school-based curriculum is advised. Most importantly, the curriculum must keep pace with the times and the changes of the needs of learners.
Develop and disseminate successful experience through the networks of schools and teachers are encouraged. On-site supports by the Education Department in developing school-based curriculum will be given as well. Training courses are also provided by the Curriculum Development Council to meet the needs of reform.
Education Department should step up their efforts in promoting moral and civic education and a reading culture in schools. The believe of the reform should be promoted to the public as well.
In short, three strategies are suggested for a successful implementation of the proposals in brings about the new culture in teaching and learning. In fact, the reform is on-going and it is not suitable to draw a quick conclusion to assess its' effectiveness at this point. In my opinion, in order to bring the new culture in a successful way in the current education system, those 3 strategies are no doubt essential. As the Chief Executive of HKSAR, Mr. Tung Chi Wah said, teachers are the key-player of the reform, and therefore some professional development programmes are provided to equip teachers to suit the reform. As to cater the diverse needs of students, school-based curriculum are encouraged to meet the need. The government also concerns the support from the public, and so promotion of key tasks takes place as well. However, is it enough to bring the new culture?
In my viewpoint, 4 factors can also affect the effectiveness of the implementation of the 3 strategies. First of all, as we all agree that every child is unique, with different characteristics and needs, more catering during the growth of students are needed for their personal development. At the same time, the development of the school-based curriculum requires teachers to design the curriculum by themselves. More rooms should be allocated to teachers in doing so. Therefore, the workload of teachers should be reduced to a large extent in making a good quality curriculum. However, the Education Commission Report did not mention how to reduce teacher: student ratio, nor increase the number of teaching staffs in creating rooms and reducing workloads of the already over-loaded Hong Kong teachers. School-based curriculum is ideal, but it will increase the burden of teaching staffs, and the problem of how to make the curriculum be assessed in public exams are also needed to be considered.
Secondly, the idea of learning beyond the confines of the classroom require the co-operation from the sectors of the society, including youth service organizations, uniformed groups, cultural and arts groups, sports organizations, the business sector, professional bodies and parents. The successfulness of learning outside classroom is then depends on the assistants provided by those sectors. Moreover, is there enough space and parties to welcome more than 400 schools, with at least 1000 students each to visit at the time? If co-operation among schools is needed, than one more variable will be added, and more problems will arise. Projects works are able to stimulate students' interest, however project works in every subject will just increase workload for both students and teachers, and reduce students' incentive and quality of doing assignments.
The mode of assessment proposed have some underlined problems that may hinder the reforms. It has been suggested to move away from the single and widely used written examination to including observation of students' performance in classroom and participation in project works. It is a good idea, however, it will also reduce the reliability of public exams, since the level of students in different schools in Hong Kong can vary a lot. If the suggested assessment mode is just confined in school levels only, when the students face public exams (which are for selection rather than education), the old problem of over emphasize of written examination will still exists!
In my opinion, the key player in the Education Reform is not the teaching staffs, but the support from the public. Unless the public give full support to the reform, and the society promote "learning culture" rather than "speculating culture" (changing of social value, from economy dominated society to culture dominated society), the Education Reform can be a successful experience.
In conclusion, there is no prefect way to achieve all curriculum intentions and goals; nor is there any point in time when all pre-existing conditions can be "absolutely" ready before any curriculum improvement is to be made. Although the circumstances may not be favorable, we must bear in mind that curriculum development is an ongoing endeavor and our ultimate goal is for the good of students.
David Wong Wing Chung
May 2001
〔學術研究〕