By Kerry J. Kennedy (auth.), Edmond Hau-Fai Law, Chenzhi Li (eds.)
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Extra resources for Curriculum Innovations in Changing Societies: Chinese Perspectives from Hong Kong, Taiwan and Mainland China
In this chapter I would like to focus on both the commonalities as well as the distinctiveness to portray a holistic picture of the reform process and make an assessment of how these have influenced classroom practices. To do this I shall draw on a significant range of research that has been conducted over the past decade in Hong Kong and other parts of the region. In specific terms I shall address the following issues: • • • • • • Rationale for reform in the Asia Pacific region – the new ‘progressivism’ Hong Kong’s rationale – post colonial release Features of Hong Kong’s reform process – policy intentions Changing classroom and school practices – policy implementation Changing approaches to curriculum leadership Changes for new times – what has been achieved?
New curriculum is a reform of traditional ideas and methods of teaching and learning, the conflicts between the old and the new is always there, for example, the teachers’ authority in teaching, overemphasis teacher lecturing, is never easy to change” (SY-T13). “Teachers are too busy; they really need enough time and space to research into curriculum and teaching” (QT-SL4). After 10 years of implementation, most participants have developed rational and holistic perceptions toward the new curriculum policy.
30 A CONTINUOUS JOURNEY but the internalization and understanding of the rationale to make the appropriate judgments regarding when to and how to use these techniques, and how to adopt them creatively. In our case, we have acquired the skills and techniques of cooperative learning or participatory learning. We do not need to engage our kids every second in our classroom, or occupy the class with activities. More important is to break the loop of imitation in forms, and to fully take control of new skills and techniques.