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Dissertations / Theses on the topic 'Ethics Study and teaching (Secondary) China'

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Author: Grafiati

Published: 10 December 2022

Last updated: 28 January 2023

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1

Chan, Yuk-bik, and 陳玉碧. "A case study on using an argumentative approach in teaching business ethics." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B31963638.

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2

Lee, Sze-hung, and 李思紅. "Secondary school students' understanding of ethical guidelines in accounting." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30227409.

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3

Ho, Kam-kau Elizabeth, and 何劍翹. "Teacher emotions: autoethnography of a Hong Kong teacher who begins to teach ethnic minority students Chinese." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hub.hku.hk/bib/B50639262.

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This research is a journey of mine, as a CSL (Chinese as second language) teacher, using autoethnographical method to explore my own emotions and professional growth in the teaching of Chinese language to EM students. This research is a study of self-exploration. To make it simple, the autoethnography is written in accordance to the natural sequence of my self-exploration. First, I have chosen to report some of my raw experiences over the two-and-half years of teaching with the 2009 and 2010 cohorts of EM students (S2 and S1) as significant critical incidents that form the basis of my layers of reflection. They form the primary domain of the study. The writing is structured according to the classification suggested by Schon: 1. Reflection in Action: This part of the writing provides rich description of a series of critical incidents or episodes and my thoughts and feelings in the incidents. In writing each incident, the memory brings me back to the time and some instant reflection (usually filled, with some heavy emotions, confusion which needs clarity) may also be added to the description. The ‘Reflection in Action’ with the 2 cohorts of students is reported in two separate chapters. 2. Reflection on Action: After each ‘Reflection in Action’ chapter (which is mainly narratives of the critical incidents), there is a ‘Reflection on Action’ chapter which provides more in-depth analysis and reflection of my experience. With the 2009 cohort (S2 students), the associated ‘Reflection on Action’ is structured around the various emotions and relations experienced. And then with the 2010 cohort (S1 students), the associated ‘Reflection on Action’ is structured around my roles, values and cultural conflicts in the experience. 3. ‘Reflection for Action’: After I have completed ‘Reflection on Action’ on my experience to these two groups of students, I then make an overall reflection. The intention is to develop a better conceptualization of the whole experience and develop some theory that can serve as direction for my future practice, or hypothesis for consideration and future research by others. Before writing this final ‘Reflection for Action’, to provide a more valid and reliable basis for it, I interview some students (those involved in some of the significant incidents), three teachers from my school and three other teachers from other educational institutions. (One is a teaching staff working at the University of Hong Kong, one is from a Band 2 secondary school with lot of EM students, and the last one is a teaching staff working in a subsidized secondary school with some EM students.) Having the private talk with students can give me more insight on how some issues are seen from the students’ side. In the interviews, the critical incidents are used as stimulus together with questions which are designed for sharing emotions and enhancing understanding. After the final ‘Reflection for Action’, I will reflect on how the process of autoethographic writing and try to share with readers its values in teacher growth and other practical knowledge on using this methodology, including its strengths and limitations. In reflecting on my interaction, relation and emotions with students, I found my weaknesses; but I also came to realize fear existed in most of us. The way we handled our fear reflects our values and attitudes and in turn affected the fear of others. Our students also had their fear. The cultures of my students and me, and the differences, had made a great impact on our understanding of each other, and hence our emotional feelings towards each perceptions on cultural identity, and I tried to match the cultural strategies I learnt from literature with the cultural strategies practiced by me and my students. I also began to question how I saw (and would need to see) myself as their teacher, and respond to the differences between us. The issue of a teacher’s self and its formation in intercultural teaching then also became the focus of the study. In the end, you may ask, ‘what do you get from writing this autoethnographic research? In this teaching journey: teaching Chinese to the non-Chinese, you may ask, is teaching pedagogy very important fro students to learn better? Yes. But apart from teaching pedagogy, we need to take other issues into consideration. The issue of emotions and intercultural difference often emerges during the process of teaching and learning especially when teaching with ethnic minority students and this we need to take it into consideration to make the teaching of ethnic minority more smooth. To make the teaching of ethnic minority successful, we also need to understand our limitations and be accommodating, positive and show understanding to our students. In short, in the process of autoethnographic study, I have learned from lived experience. Through layers of reflection in different perspectives and different timing: reflection, it allows me to have some space to understand myself, show respect to others: students, parents and colleagues. We learn when we teach and we grow when we nurture our students with understanding and teach them with the virtue of gratitude.
published_or_final_version
Education
Doctoral
Doctor of Education

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4

Leung, Pik-sai Tracy, and 梁碧茜. "Using environmental teaching kits in teaching secondary 1-3 geography syllabus in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30218470.

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5

Lau, Yin-har, and 劉燕霞. "Values teaching in Hong Kong junior secondary mathematics." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958734.

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6

Chan, Tak-wing, and 陳德穎. "Professional development through collaborative teaching: a case study in a secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27728985.

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7

Lam, Kai-shun, and 林啟信. "Digital divide in secondary schools : a Hong Kong study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209544.

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There is always a gap between student learning and classroom teaching in Hong Kong education. The use of information and communication technology has made the situation even worse. It is a common practice for students to work together through digital media like Instagram, WhatsApp, opening online Chat Room and Facebook by using elements like video, music, texts and artistic photography to reflect and discuss ideas for project assignment. During the process, students can further investigate what they have learnt in lessons and construct new knowledge. However, our schools are still concentrating on text-based presentation software for teaching. Schools have been reacting slowly to the appearance of this new popular participatory culture. Therefore it is interesting to study schools’ ICT infrastructure, the digital literacy in classrooms as well as students’ individual usage behavior in digital media. From the study, we are able to realize the reasons for choosing those multimodal elements in the students’ learning as well as posting them online. Then, we can determine the relationship between the participatory culture in creating multimodal artifacts and digital divide in education among students; as well as finding out those factors which lead to the gap and enhance participatory culture in academic purpose for students. Thus, we can improve the situation of students’ learning outcome gap during the use of digital media in teaching and studying. My thesis will employ qualitative research method in case study approach. It consists of 6 students’ interviews as well as teacher’s focus group interviews of three teachers from two schools. The results show that there are different forms of technology and usage gap among the students in using digital tools. Certainly, there are several ways to overcome the barriers.
published_or_final_version
Education
Master
Master of Science in Information Technology in Education

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8

Poon, Wai-hoi Bobby, and 潘維凱. "Geometry reasoning of secondary students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B4439102X.

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9

Mark, Siu-man, and 麥兆文. "Implementation of issue-based approach in teaching junior secondary geography." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962531.

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10

Yeung, Pui-ming Stephen, and 楊沛銘. "Geography teaching and environmental consciousness among Hong Kong secondary school students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31212025.

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11

Hoare, Philip. "Effective teaching of science through English in Hong Kong secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B29768299.

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12

Adamson, Robert Damian. "English in China: the junior secondary schoolcurriculum 1949-94." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31236479.

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13

Wen, Qiu-fang, and 文秋芳. "Advanced level English language learning in China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31233958.

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14

Wong, Pui-ching Caroline, and 黃佩貞. "Change of value orientations in the junior secondary economic and public affairs (EPA) curriculum in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31961150.

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15

Chung, Chau-yin, and 鍾秋燕. "A study of teachers' conceptions of economics teaching." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27677758.

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16

Pang, Yee-lam Elaine, and 彭綺琳. "Secondary school teachers' and students' perceptions of vocabulary acquisition teaching methods." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B44390981.

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17

朱曉燕 and Xiaoyan Judy Zhu. "The development of pedagogical content knowledge in novice secondary school teachers of English in the People's Republic of China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B30256628.

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18

左美寶 and Mei-po Mabel Chor. "A study of the medium of instruction policy for secondary schools in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41014017.

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19

Zheng, Xinmin, and 鄭新民. "Pedagogy and pragmatism: secondary English language teaching in the People's Republic of China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B30273250.

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20

何健昌 and Kin-cheong Ho. "A study of stress experienced by teachers using IT in teaching." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B43894951.

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21

Chang, Siu-king, and 張少瓊. "A study of the relationship between rhetoric and informal reasoning inliberal studies." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B50177710.

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This is a study of the relationship between rhetoric and informal reasoning in Liberal Studies. Williams (1991) argued that the educational background of a reader would affect his perception of written discourse in Informal Reasoning and Education: Rhetoric and Informal Reasoning. This study is trying to investigate whether there is a relationship between readers’ educational background and their preference on writing style. The research conducted is related to the NSS Liberal Studies curriculum in Hong Kong.
published_or_final_version
Education
Master
Master of Education

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22

Ng, Lai-wah, and 吳麗華. "The effectiveness of small class teaching of English in a secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37605227.

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23

孟鴻偉 and Hong-wei Meng. "A structural model of factors related to science achievement in China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B31232747.

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24

Lam, Mau-kwan, and 林謀坤. "Secondary three students' strategies in solving algebraic equations." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B3196025X.

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25

Zhang, Yanhua, and 张燕华. "A comparative study of modern practical writing in juniorsecondary school Chinese textbooks in mainland China, Hong Kong andTaiwan." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45154272.

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26

Ng, Ting-fai, and 吳廷輝. "Understanding values education in Hong Kong senior secondary liberal studies curriculum." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B48368647.

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The exploratory study examines how different stakeholders, namely the authority, teachers and students, understand values education in Liberal Studies as a core subject in Hong Kong Diploma of Secondary Education Examination. Qualitative research method is mainly employed to collect data from the stakeholders. A number of issues are discussed, like the subjectivity and types of values, ways of studying values, the importance of values education in the subject, the effectiveness of learning activities and assessment. It has been found that the linear mode of authority-teacher communication and teacher-student communication have an impact on the practical implementation of values education in the subject. Time constraints, the dominant influence of the media and the misconception that values are unimportant in the public examination are perceived as major difficulties of implementing values education. The negative orientation of using multiple perspectives, the low profile of values in examinations, stakeholders’ depreciation of values and indoctrination agenda greatly undermine the credibility of the public examination. Moreover, the design of the marking scheme cultivates negative meta-values. To boost the public acceptance of the subject, suggestions have been made on how stakeholders should communicate better with one another and how assessments should be adapted so as to allay the public’s fear of unfairness. The authority should convey to stakeholders in specific terms that values education is an integral component in the curriculum. A comprehensive list of various kinds of values should be published for stakeholders to conduct holistic values review. The marking scheme should be designed after a markers’ meeting in such a way that it consists of clear guidelines and yet nonrestrictive content.
published_or_final_version
Education
Master
Master of Education

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27

Lau, Shuk-yee Rosalind, and 劉淑儀. "A study of secondary school students understanding of selected biological concepts." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1988. http://hub.hku.hk/bib/B31955800.

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28

Cheung, Siu-lan Amy, and 張小蘭. "Students' learning in a secondary school in Hong Kong: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B48365749.

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In recent years, the Invitational Education (IE) philosophy and its application into schools have been spreading from the West to East. Many schools at different levels: kindergarten, primary and secondary schools, are gradually adapting this philosophy together with their own curriculum to enhance students’ learning. This philosophy is believed that human potential can best be realized to invite development, and by people who are intentionally inviting with themselves and others. Being the secondary school that is of the same sponsoring body of the pioneer primary school for introducing Invitational Education to Hong Kong, the school possesses great potential to be developed as a truly inviting school. However, at the same time, as a new school, many ideas were needed to be developed including policies, student activities, and new ideas for the curriculum, developing programs for different stakeholders and establishing networks with other schools. Therefore, the purpose of this research is to know how the implementation of IE philosophy affects on students’ learning in a Hong Kong secondary school – case study. There are 3 main questions: (1) How is teaching and learning is shaped or affected by IE? (2) What are the factors affecting the success or applicability of IE in the school? (3) Is IE applicable in the school under study? This study adopts a mixed approach in its method of inquiry because of its descriptive and exploratory nature. The outcome shows that the staff is pleased to have Invitational Education philosophy adopted in the case school. It could help the teachers to shape their way of teaching with invitational education qualities but this needs further research. There is a lot of room for improvement as there are factors that affect the success or application of IE in the school.
published_or_final_version
Education
Master
Master of Education

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29

Huang, Rongjin, and 黃榮金. "Mathematics teaching in Hong Kong and Shanghai: a classroom analysis from the perspective of variation." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31244245.

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30

Law, Yuk-lin, and 羅玉蓮. "The understandings of algebra of secondary students in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957213.

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31

Kong, Ching-man Paula, and 江靜雯. "The effectiveness of genre approach to teaching book report writing to senior secondary students =." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B38203376.

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32

Couch, Andrew Charles. "Comparison of teaching approaches and strategies : how do the use of traditional teaching and flipped classroom teaching techniques affect the attitudes and attainment of science students in an international school in Hong Kong?" Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209679.

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Education is an evolving process for teachers. In order to move away from the generally accepted face to face delivery method and adapt to upcoming trends in education, teachers are implementing the flipped classroom as a means to deliver curriculum content to their students. During this study a comparison between a flipped classroom and traditional lecture style teaching approaches was conducted within a Hong Kong based International School in order to gain insight into the effects on students attitude and academic attainment in science. The comparison was conducted using participants from two year 9 (13-14 year old) general science classes. One class conducted their science lessons for the academic year using the flipped classroom approach. Within this structure a Virtual Learning Environment (VLE) was used as the platform for delivering the lesson content. Students were tasked to produce questions and notes based on the online material. The second class, completed their science lessons using a traditional lecture based approach. In these lessons, the teacher delivered content via a lecture and question and answer sessions. Both classes completed investigations and practical activities during the lessons with the flipped classroom class expected to contribute to the design of investigations and the traditional class following provided instructions. In order to determine the effects of the teaching strategies employed during the study on the students attitude and attainment in science, pre and post course attitudinal surveys and pre and post topic tests were presented to the students. The quantitative data was analysed using ANOVA tests and qualitative data responses were interpreted for what the responses could infer or imply. This research has found that the implementation of a flipped learning teaching strategy can be a positive and useful instrument for teachers to use. This strategy is still relatively in its infancy and will continue to develop along with the ever changing world of technology. With the findings relating to the effects on attitude and attainment largely being positive but not necessarily significant, it would appear as though a mix of strategies needs to be employed by teachers in order to facilitate the variety of learner approaches that are experienced.
published_or_final_version
Education
Master
Master of Education

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33

Choi, Ching-ha Maggie, and 蔡青霞. "Perceptions of using language arts activities in teaching short stories: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B36743124.

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34

Lai, Lan-chee Nancy, and 黎蘭芝. "A study of secondary three students' proof writing in geometry." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31957936.

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35

To, Wai-tik, and 杜偉迪. "Secondary students' conceptions of learning economics." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31963523.

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36

Ngan, L., and 顔龍. "A study of the perceptions of secondary school teachers and student teachers in environmental ethics in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958199.

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37

Zeng, Jiayang, and 曾佳阳. "Formal schooling and private tutoring: valuesembedded in the curriculum in China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B48369445.

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This study aims at finding out values in the curriculum of formal schooling and private tutoring in China’s context. Value is an important component of education. As schools’ values have great influence on students’ developing values, it is significant to study values experienced by students in both formal schooling and private tutoring. The present study adopts a qualitative research method with case studies of two secondary students who go to both public formal schools at weekdays and private tutorial institutes at weekends in Guangzhou, China. Data collection consists of documents and interviews. The present study identifies and analyzes stated values in the curriculum of both formal schooling and private tutoring and values perceived by students. Comparison between these two educational systems is drawn. Also, comparison between stated values and perceived values are being made. Distinctive differences in values between formal schooling and private tutoring are identified as collectivism vs. individualism, curriculum for moral education vs. nil curriculum for moral education, and non-consumerism vs. consumerism. The two systems also share similar values such as quality and efficiency on teaching and learning and success on scores. There are some gaps between what educational institutes claim and what students perceive in practice. They are all-round development vs. all-subject development on exam success, student-centre development vs. economic efficiency and aspirations in life vs. success in realistic world. The findings suggest a need to rethink the educational aims in an era of transformation in China.
published_or_final_version
Education
Master
Master of Education

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38

Ho, Chi-ming Ronald, and 何志明. "Epistemological beliefs and constructivist teaching for secondary students learning history." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37321444.

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39

Wong, Mei-yuk Eska, and 黃美玉. "The study of principles of accounts in secondary school: vocational or liberal?" Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957535.

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40

Lam, Wai-ip Joseph, and 林偉業. "A study on argumentative ability of secondary school students in Hong Kong through argumentative group discussion inChinese." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B4723023X.

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香港教育在課程和評估等方面均十分重視學生口語或書面論辯的能力，不論是學習階段內的全港性系統評估，還是學生完成中學課程後所參加的中學會考 (2012年之前) 或文憑考試 (2012年後)，均要求學生參與小組討論，訓練並考核學生評價觀點的強弱、適當回應組員的觀點的能力。香港教師能夠引導學生綜合書面論辯篇章的組織，並指導學生提出理由支持自己的觀點，但少於培養學生如何理解乃至評價他人觀點的根據，以及回應並發展反駁的能力。學生能夠評價書面篇章內容，也能在教師指導下辨識作者觀點的理據，但在小組討論中建立相反觀點以說服持不同意見的其他成員，表現仍見不足。本研究旨在發展理論架構與分析程序，以分析中學生在中文小組討論中的論辯。為此，本研究探討了中文小組討論的論辯話語的特徵、學生表達觀點與理據所運用的策略、批判地回應對手的方式，特別是發展反駁、評價對手觀點與理據，以及表達與有衝突的觀點。十八名來自九所中學的中學畢業學生按學校與性別的分層隨機分配到三組六人組別中，參與時限為廿五分鐘的中文小組討論。他們須討論一項禁止學校小賣部售賣垃圾食物，並禁止學生?帶垃圾食物回校的措施是否合理。學生的討論經謄錄後，在質性分析軟體 (NVivo) 的輔助下，運用話語分析和非形式邏輯中的論辯理論分析，以發現學生在討論中建構論辯的模式，包括：意念、言語行為、論辯圖式、討論的四個中文小組論辯討論的四個層次、廿五項讓學生得以建構論辯並參與討論的言語行為、六種論辯圖式及發展反駁的相關批判問題、討論的五階段，特別是學生傾向於把相互矛盾的論點統合為沒有衝突的討論發展方向。本研究提出了理論架構與分析程序，把學生在中文小組討論的論辯歸類，以分析論辯的特徵。本論文所提供的研究程序、理論架構、分析程序，以及學生在中文小組論辯討論的表現，有助中國語文課程及其他課程中論辯教育的課程發展、教學設計與評估。最後，本論文探索了研究設計的優點與不足，並提出了日後繼續發展本研究的可能方向。 The ability of Hong Kong students to frame arguments in written and spoken exchanges in Chinese is afforded high priority in Hong Kong secondary schools and is strongly emphasised in the Hong Kong Curriculum. The ability to attend to points made in a discussion, to identify strengths and weaknesses in assertions and content and to make appropriate counter responses has been formally examined in the matriculation examination since 2007. Teachers are comfortable about developing students‘ competence in identifying micro- and macro-structures in text content, and in using these to support opinions expressed in writing. They are less assured about teaching students how to perceive the grounds for counter-arguments and making measured responses and rebuttals of what others in a group have said. Students are able to critically examine text content, to appreciate points advanced and to assemble these in written responses, but, partly due to the Confucian endorsement of avoiding confrontation and disharmony, senior secondary students are apprehensive about public discussions in which they are asked to formulate opposing points of view and persuasive arguments to peers who hold conflicting standpoints. The study set out to assist teachers by establishing a theoretical framework and procedure for analyzing students‘ contributions in group discussion in Chinese. To achieve this, it was necessary to investigate characteristics of discourse; to identify the strategies students employ in presenting reasoned points of view; to critically analyse the contributions of others, especially those presenting counter-arguments; to weigh the merits of opposing opinions; and to present propositions against those expressed by fellow group members. Eighteen final year secondary school students from nine schools were selected, randomly placed into stratified groups of six and asked to participate in twenty-five minute long group discussions of the merits of a school policy prohibiting the sale of junk food in the school canteen and bringing junk food into school. The students‘ utterances were transcribed and points of argument examined using conversational discourse analyses, the logic of the arguments advanced being analysed with the assistance of research software (NVivo). Patterns of argument formulations by the students in the discussions were found. Levels of idea units, speech acts, argumentative scheme and discussion were identified and twenty-five types of spoken exchanges enabling students to construct arguments during the group discussions were identified. Six types of argument shemes were found; and types of critical questions for stimulating justifications and rebuttals of what participants said in the discussions were noted. A five-stage process of presenting arguments in the discussions emerged, together with a tendency for the students to attempt to integrate disparate and heterogeneous points of view into homogeneous standpoints. The research proposes procedures for analyzing and categorising the arguments students raise in group discussion in Chinese, and a framework for developing teaching students how to formulate and sustain telling arguments as part of the Chinese Language Curriculum. The strengths and weaknesses of the research are set out and the implications for further research and current practice are discussed.
published_or_final_version
Education
Doctoral
Doctor of Philosophy

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41

Ng, Ka-yun Amanda, and 吳嘉欣. "Teaching, learning and assessment of liberal studies in secondary one classes." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B45007895.

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42

Wai, Kit-lan Anita, and 衛潔蘭. "Citizenship education in a Hong Kong secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27594154.

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43

黎歐陽汝穎 and Auyeung Yu-wing Winnie Lai. "The Chinese language curriculum in the People's Republic of China from1978 to 1986: curriculum change, diversityand complexity." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31234215.

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44

Hong, Chan Tsui-wah, and 康陳翠華. "A critical study of the economics curriculum at certificate level in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B3862722X.

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45

Xu, Li, and 徐莉. "IBMYP Chinese language A literature teaching process." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B4836924X.

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在國際文憑課程教學領域內，有關漢語A文學教學的研究剛剛起步。本研究探討中學項目九年級學生在文學教學過程中，初學文學評論的表現以及相關策略的運用。本研究以一所國際文憑組織成員學校中學項目九年級的學生為對象，通過問卷調查和小說單元的欣賞教學實驗及研究分析，發現： 1. 學生普遍具有閱讀文學作品的興趣，具備評價文學作品的意識。2. 文學教學促使一些學生突破以往閱讀思維的局限，視野更為開闊，更多關注作品所傳遞的更為豐富的文化信息以及作者駕馭作品的方式與技巧。3. 中文水準較弱和普通的一些學生，在文學評論的組織與表達方面尚有明顯不足。中文水準優秀的學生已經熟練掌握文學評論的寫作方法和技巧，能自如地聯係課外閱讀經驗，對不同作家作品進行比較、分析。據此結果，現時中學項目的漢語文學教學應該拓展閱讀面，增加知識積累，加強文學評論的寫作指引和訓練，為大學預科項目的文學學習做好銜接準備。 Little scholarship has been done regarding the teaching of “Language A Chinese" from the International Baccalaureate Organization (IBO). The present study focuses on the topic of Chinese Language A teaching to Grade 9 students, in particular, who are in the fourth year of MYP Language A. The study looks at student progress as they undertake this course as well as appropriate teaching strategies to maximize success. Drawing on Grade 9 students survey data from an IBO World School as well as the reseacher’s practical classroom experience, the major findings of this study are as follows: 1. Students are interested in reading literary works and enjoy evaluating literature. 2. The teaching of literature has prompted some students to pay more attention to cultural aspects of readings and has opened their mind to new ideas. 3. Lower- achieving Chinese Language students continue to have difficulties understanding the organization and expression of the literature commentary. In contrast, higher- achieving students have shown the ability to not only comprehend deeper organization and meaning in the literature, but they are also able to identify writing methods, and compare and analyze the work of different writers. Given the study findings, it is recommended that more MYP Chinese literature teaching should be focused on reading and writing in order to increase student knowledge and awareness, but also to strengthen their ability to succeed in the next stages of their schooling.
published_or_final_version
Education
Master
Master of Education

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46

Law, Pak-chuen Denny, and 羅北泉. "A study of the introduction of design and technology at advanced supplementary level in prevocational schools in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B38626159.

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47

Cheng, Wing-kin, and 鄭永健. "Junior secondary students' schemata on a line reflection construction task." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2015. http://hdl.handle.net/10722/209523.

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This study explores junior secondary students’ schemata on a line reflection construction task, the research of which was conducted in a secondary school in Hong Kong. The theories drawn on in this study come from the literature on theories of schemata and the corresponding knowledge embedded within, namely conceptual knowledge, manipulation and procedural knowledge. The research built on existing theories on schemata and attempted to categorize the different kinds of schemata as well as investigating the relationship between them among four junior secondary students in the construction of a line reflection task. The study also tried to find out how and why students manipulated in a line reflection construction task and the extent to which manipulation could lead learners to successfully tackle the task. This study researched on four junior secondary students, drawing mainly on qualitative data used in the analysis, including task-based interview with the employment of think aloud method in a designed line reflection construction task, as well as study of students’ drawings. The data analysis mainly focused on three areas. First, the analysis of each of the four cases was conducted by looking into the different kinds of schemata possessed by the student informants. Second, analysis of the different knowledge (conceptual knowledge, manipulation and procedural knowledge) embedded in the schema possessed by the student informants was done. Third, synthesis was drawn upon the analysis made in an attempt to answer the research questions posed in this study. Findings from the study confirmed the core role conceptual knowledge plays in the establishment of a learner’s schemata. Findings also revealed that different learners may possess different schemata towards the same concept such as the concept of same distance. When investigating the manipulative actions employed by student informants, it was found that there is a reciprocal relationship between a learner’s conceptual knowledge and his manipulation. This is also apparent in cases where there was a misconception in the learner’s schemata. The research also found that students exercised manipulation very differently and these manipulative actions were largely informed by their corresponding conceptual knowledge. With regard to why they manipulated, the research revealed reasons including manipulation for exploration, manipulation for representation and manipulation for verification. Based on the observation and analysis done in the four cases, it was found that manipulation helped students in the completion of the task to different extents. Learners with weaker conceptual knowledge in line reflection benefited more from the manipulation done in the construction task. These findings have implications for the teaching and learning of line reflection. Teachers are suggested to consider introducing using manipulative tools when approaching the teaching of line reflection, especially when they are dealing with students without rich conceptual knowledge in the area. The effectiveness of having hands-on experience implies that simply teaching definition and inviting learners to rote-learn does not necessarily lead to effective acquisition of knowledge in the Mathematics topic of line reflection.
published_or_final_version
Education
Doctoral
Doctor of Education

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48

Tam, Wing-cheung Bonnie, and 譚詠璋. "Comparative studies on leadership training for secondary students in Hong Kong, China and Singapore : are culture-specific implicit leadership attributes reinforced?" Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/198876.

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Cross-cultural studies like the GLOBE project on effective leadership attributes have been widely explored in business organizations. However, little research has been done in the area of cross-cultural leadership development amongst secondary school students and its relation to perceived important leadership attributes by the students. Recognizing this gap, this study was devised to explore the leadership training that a sample of students in Hong Kong, China and Singapore have received and whether the leadership training activities reinforced or diminished the culture-specific leadership traits endorsed by their societies. This research employed a mixed methods design in which both qualitative and quantitative data were collected. Seven teachers and three students were selected for semi-structured interviews, while 122 students between the age of 16 and 19 from the three regions were invited to complete a questionnaire. The intensity of leadership training involvement of students from Hong Kong, China and Singapore was explored in the first part of this study. It was found that with more government support, Singapore had the most systematic leadership development programs for secondary students, followed by Hong Kong and China. Based on the comparison of 23 traits of effective leaders, the second part of this study revealed that students’ perception of important traits of effective leaders aligned with those endorsed by their cultures. It was found that culture played a more definitive role than leadership training in influencing students’ ideas of outstanding leaders.
published_or_final_version
Education
Master
Master of Education

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49

Cheung, Hing-yan Hensel, and 張興仁. "Using ICT in the teaching and learning of secondary senior form statistics." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31256181.

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50

Lok, Pui-ying Katherine, and 駱佩瑩. "The challenge of subject-area writing: a diagnostic study of L2 students' argumentative history essays." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45176358.

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