Is Student-Centered Pedagogy Impossible in Hong Kong? The Case of Inquiry in Classrooms

Autor/in	Yeung, Sze Yin Shirley
Titel	Is Student-Centered Pedagogy Impossible in Hong Kong? The Case of Inquiry in Classrooms
Quelle	In: Asia Pacific Education Review, 10 (2009) 3, S.377-386 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1598-1037
DOI	10.1007/s12564-009-9028-x
Schlagwörter	Catholic Schools; Rote Learning; Ideology; Foreign Countries; Student Centered Curriculum; Teaching Methods; Inquiry; Elementary Schools; Curriculum Implementation; Outcomes of Education; Educational Environment; Cultural Context; Teacher Attitudes; Instructional Innovation; Educational Policy; Hong Kong + Suchen Sie Ihr Suchwort? Katholische Schule; Mechanisches Lernen; Ideologie; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Grundschule; Volksschule; Lernleistung; Schulerfolg; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lehrerverhalten; Educational Innovation; Bildungsinnovation; Politics of education; Bildungspolitik; Hongkong
Abstract	Hong Kong has been actively promoting a student-centered approach to teaching since the 1980s. Despite this effort, students in Hong Kong still tend to be traditional learners who rarely experience and gain from real student-centered learning. While teachers hold a "quantitative" concept of learning and focus on transmitting declarative knowledge to students (Biggs and Watkins, Classroom learning: Educational psychology for the Asian teacher, "1995"), students generally practise "rote learning." Constructive learning models such as inquiry remain little used by students in most Hong Kong classrooms. This article reports a study that examines the feasibility of implementing inquiry method in Kong Kong's primary classrooms. It analyses the implementation and some outcomes of an inquiry-based project conducted in two local primary schools--a traditional elite Catholic school and a progressive, less-privileged school. Finally, it discusses the contextual factors as well as cultural issues on teachers' perception and implementation of inquiry in teaching. These factors include the following: impacts of prevailing ideology in the community of Hong Kong, and the top-down policy-making and management by the government. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10