香港獨立媒體 - Comments for "許寶強：讓學生主導通識學習"

Not the QUANTITY, but QUALITY

The problem is not 'too much' or 'too little' in reform, but the direction. Supposingly, an appropriate education reform should lessen the admin. workload of the teachers, exactly the opposite direction of the current so-called 'reform'.

GE is not a bad idea, just how to implement it? It is a problem, if a subjetc is called 'anything in daily life', I don't see the possibility to include all the topics a students should know about in lessons.

最重要的是不要再過多的教改了！

無論甚麼教學法也好，也要靠學生主動。現在的問題是排山倒海的教改壓榨老師，老師無空閒時間，自然不能和學生做討論，繁重的教改變相剝奪學生和老師交流的權利。
另外，怎也要防止通識變成愛國教育！所謂「盡信通識，不如無通識！」，也不要把學生的學識變成半湯不水。

Exam should not be included.

It is like if you focus on a topic to do a research project, then you need to answer questions from ANY aspect...... If it should be student-centred, exams should be totally eliminated, unless the questions are all related to the students' selected topic. (A bit like defending the thesis...???)

Anyway, instead of STANDARD exam papers and markers from different schools with GIVEN MARKING SCHEMES, I suggest all the projects are marked twice, once by school teachers, once by 'marker', then questions related to the project is asked to make sure that the students have really done the whole thing himself/herself, with thorough understanding. This method solved two problems; 'the possibility to cheat (ask somebody else to do it)', and the inflexible 'English or Chinese COMPOSITION exam'. In fact, I know it is a bit demanding to the teachers who were trained under the current education system, just it is the only way I can think of for the meantime to achieve the 'aim' of GE. Also, to avoid the inequality between students (esp. the rich and the poor ones), a standard format of the report should be set up, instead of giving some students with more resources to show off.

答: 「談何容易?」

其實細讀文章不難搵出隱藏答案, 哪就是許寶強在教改上經常「翻炒」的教.學關係上變革, 消除課室裏面的不平等關係等等如下:

「......主要是為了改變以往的教育方式：由教育當局和學校設定課程內容，老師決定教學法、進度和評核標準，學生被動地接收知識......議題探究式學習的目的，是培育學生終生學習能力、深化對知識的了解和應用技巧，以學生的興趣、關注作動機，將學生置於學習過程中心，老師只是從旁提供指引和輔助......學生應擁有並掌控整個探究的過程和結果，並學習管理和修正探究學習的步驟。探究式學習應理解和尊重學生發展適合自己的學習方法，哪怕是簡單、帶實驗性的方法，也是良好的學習經驗和發現過程......教學更需要給學生足夠的空間和時間，在過程中令學生感覺安全、自信、受尊重，不會因所知有限而感到羞恥和無價值。因此評核方法應以形成性的評估為主，而非傳統的小測大考等僅僅衡量極為單一的學習結果，並以此來判定成敗。」

要自我評估, 談何容易?

「形成性評估是重要部份，應在學習前、過程中和後反覆進行。學生如能經常以不同渠道與教師和其他同學討論學習態度、方法、目標，進行自我評估，才是有意義的學習活動，才能在離校後仍能終生學習。」

問題一:慣於「被評估」「被分類」的香港學生, 要自我評估, 談何容易?

二:要教師「以不同渠道」去輔助學生。第一, work load 問題, 唔係成個curriculum、system去改, 教師根本冇咁既空間去做; 二, e家既教師有既多個有咁既能耐去做?

層壓性既問題, 有時, 我相信revolution多個reform