1 . Teachers Voices on Secondary Reforms in China

Joong Peter, Nipissing University

2 . Students Voices on Secondary Reforms in China

Xiong Ying, Guangxi University

3 . Parents Voices on Secondary Reforms in China

Li Lin, Guangxi University

Pan Chun Jian, Guangxi University

China introduced ‘quality education’ reforms in 1999. Major changes included the introduction of new curriculum, student-centered teaching and learning, vocational schools, and development of special education. The three parts of this symposium draw attention to reform implementation from the perspectives of teachers, students and parents. Areas of interest include curriculum, teaching strategies, evaluation, classroom management, special education, exam-oriented system, and attitudes toward gender and sex. Research methods included questionnaire surveys for sample teachers, students and their parents in sixteen sample academic and vocational schools in Guangxi. Classroom observations and personal interviews were also conducted at two schools. In general, most teachers and parents liked most of the reform initiatives. Even though teachers claimed that they like the reform, many experienced difficulties in its implementation. Based on the conflicting responses between students and teachers on teaching methods, it’s difficult to determine whether teachers were using activity-based teaching strategies. Most teachers predominately used teacher talk and demonstration teaching methods and test and examination for assessments. Some teachers were experiencing more classroom management problems due to activity-based teaching, social problems and motivational problems caused by the lack of jobs for students upon graduation. Integration is a popular program for students with special needs in sample schools. Some students and teachers experienced difficulties arisen from the conflict between activity-based learning and exam-oriented systems. Most teachers indicated the need for more training in teaching methods and to reform the high-stakes examination systems. Huang ( 2004) agreed, “Exams still guide how we teach and learn in school.” However, only 4% of the parent respondents suggested that they should be abandoned. Tao ( 2003) said that the reform involves not only the entire education system but also society. Chinese teachers, educators and decision makers are at the crossroads of whether the ‘quality’ movement is what the students and society need.

1 . Creative Teaching in Music and Movement

Lau Wing Chi Margaret, The Hong Kong Institute of Education

2 . Creative Moving with Music in Preschool Physical Education

Wong Shu Sing Paul, The Hong Kong Institute of Education

3 . School-based Creative Music and Movement Program

Hong Wing Wa May, ELCHK Shatin Lutheran Kindergarten

Music and movement is an universal language for self expression and communication. In preschool, an educationally appropriate music and movement program is a main vehicle for young children to explore, experience the myriads of the world. It has been viewed as one of the best channels for young children to express their thoughts, feelings and creativity. The main purpose of this symposium is to discuss how an innovative music and movement program (Wong & Lau, 2000) has been adopted as the main component in preschool curriculum for the promotion and enhancement of young children's creativity in Hong Kong. The focus is on linking up the underlying theories to authentic practice in a preschool context. Possible recommendations will be made to early childhood music and movement program in Hong Kong.

1 . School-based Assessment: Hong Kong Perspectives

Berry Rita Shuk Yin, The Hong Kong Institute of Education

2 . School-based Assessment: A Case Study

Lo Yiu Chun, The Hong Kong Institute of Education

3 . School-based Assessment: Implementation Issues in Chinese Language, English Language, and Mathematics

Ngan Ming-yan, The Hong Kong Institute of Education

4 . School-Based Assessment: US Perspectives

Flaitz Jim, University of Louisiana-Lafayette

“School-based Assessment: Hong Kong Perspectives”

School-based assessment (SBA) can bring about many educational benefits. Ideally, it helps reduce examination pressure and helps improve teaching and learning. In Hong Kong, a much wider use of SBA has recently been added to the assessment system as one important aspect of the assessment reform. This paper will first give an overview of different SBA practices. It will then look at SBA in Hong Kong at policy level and discuss the challenges for its successful implementation.

“School-based Assessment: A Case Study”

School-based assessment (SBA) refers to the assessments conducted in the process of learning within the school. In Hong Kong, SBA has been promoted in the education system. Through analyzing a case study, this paper aims to explore: ( 1) the current practices of SBA in the case study school, ( 2) the support for and effects of SBA practice; and ( 3) the issues emerging in SBA practice. The purpose is to provide a living example for those teachers and policy makers who favour the use of SBA to enhance students’ learning in schools.

“School-based Assessment: Implementation Issues in Chinese Language, English Language, and Mathematics“

Many school subjects in Hong Kong now have a component of school-based assessment (SBA) to enable a better judgment of students’ performance. However, how SBA could be used at classroom level is often a concern to many teachers. Using three core school subjects, namely, Chinese Language, English Language, and Maths as the context, this paper discusses how school-based assessment could be implemented successfully in the classroom.

“School-Based Assessment: US Perspectives”

Unlike the Hong Kong experience, the use of externally-mandated standardized achievement tests in the U.S. schools is a relatively recent phenomenon, with different purposes than those in the Hong Kong system. Consequently, school-based assessment has not taken the same form as that in the Hong Kong setting. Similarities and differences in how the two systems have addressed school-based assessments, and distinctive characteristics of school-based assessment in U.S. school systems, will be examined in this presentation.

1 . 中國語文課程與普通話科整合的可行模式

謝 雪梅 , 香港教育學院

2 . 新一代語文教材中的「普通話學習元素」

林 建平 , 香港中文大學

3 . 從教室言談看「以普通話教授中文」的課堂教學與評估

梁 佩雲 , 香港教育學院

自從 1997 年政權回歸以來，雖然政府還沒有訂定明確的實施政策，香港已越來越多學校改以普通話為中國語文科的授課語言。在缺乏系統規劃的情況下改變「母語」授課媒介，對不少語文教師都是極大的挑戰。除了提升個人普通話水平，盡量給學生輸入模範的語言外，教師還要作課程、教材及教法等多方面的調適，才能有效達成語文教學目標。究竟教師要作甚麼調節，才能帶領學生順利過渡，適應語文學習媒介語由廣州話到普通話的轉變？更重要的是，隨著授課語言變得更接近標準語的契機，讓學生進一步提升語文水平？本專題正嘗試以研究為基礎，總結幾位研討員在這方面探索的成果。

研討圍繞以下三個子題：

（一）中國語文課程與普通話科整合的可行模式

自 1986 年設科以來，香港的普通話科一直獨立於中文科以外，至 97 年重訂《課程綱要》，始被列為中小學的核心課程。踏入新世紀，教育當局又重組課程架構，把中國語文、普通話、中國文學及中國語文及文化四科納入中國語文教育領域，並訂定十年內三個階段的發展策略，以「普通話教中文」（ Putonghua as a medium of instruction--PMI ）為遠程目標。要推行 PMI ，在現有的教學條件下，教師能力、教材支援等，固然需要充分的配應和準備 ; 在課程統整方面，也必須周詳部署，中普兩科的學習內容才能合理調適，有效推展。本文以介紹中、普課程現況為起點，概括學校推行 PMI 的不同階段經驗，分析目前學校面對的難題；並從課程發展的角度，探討普通話與中文兩科的整合模式，提出可行的方案，為落實新課程的遠程目標擬出具體的策略和進程。

（二）新一代語文教材中的「普通話學習元素」

香港的專上教育院校 2000 年起開展用普通話教中文的研究計劃，此後陸續試行的中小學也漸多。這些學校很快面對的相同難題，就是欠缺配套的教材。於是有些老師自編漢語拼音教材，也有個別學校邀請出版社或專家學者協助，給中文課本加注漢語拼音，效果雖然不夠理想，條件所限也只好權宜。直至 2002 年新課程提出「逐步加入普通話學習元素或嘗試用普通話作為教學語言」的「發展策略」後，教材出版才有較大規模的配合。 2006 年 9 月，幾家出版社都刊行加注漢語拼音的中文科讀本，更有推出用普通話教中文的版本，並附設配套拼音教材。這些教材能否配應課程發展的需要，其實是教學成效的關鍵問題。究竟何謂「普通話學習元素」？它在中文教材中可以怎樣體現？ PMI 與 CMI 中文教材的普通話元素又有何不同？中、普兩科的教材又如何相輔相成？通過學科本質的審視，結合探究實踐的體驗，本文希望為語文教材建議發展的方向、提供選用的參考。

（三）從教室言談看「以普通話教授中文」的課堂教學與評估

教師啟動、學生回應和教師評量 / 反饋 （即 Initiation-Response-Evaluation/ Feedback ）構成的序列，是教室言談（ classroom discourse ）中最常見的模式。有效的師生課堂答問，有助學生對已有知識的「再概念化」 (reconceptualization) ，形成學習。因為一般「喚起問－答－評」序列中的「評」，其實並不限於表達一個對或錯的判斷，而是教師的導引。在教師導引下，學生會對討論內容產生新的思考方式、分類方式、再概念化的方式、甚至是重新脈絡化的方式 (recontextualization) ，從微觀評估促進學習。基於以上觀點，本文將通過剖析教師言談（ teacher talk ）、師生的輪流對話序列、輪次（ turns ）、學生之間的交叉討論（ cross discussion ）等，評鑑幾個較「有效」的以普通話教授中文的課堂教學素質，從而為本港變革中的語文教學提出改善建議。

1 . Approaching Weak Intercultural Communication Competence from the Lack of National Cultural Knowledge

Huang Binlan, Guangxi University

2 . Voices from the Campus: The Worldview and Intercultural Sensitivity of Student Teachers from 3 Asian Cities

Yuen Celeste, Y.M., The Hong Kong Institute of Education

3 . The Influence of a Teacher Education Program in the United States on the Intercultural Sensitivity of Pre-service Teachers

Westrick Jan, Valparaiso University

4 . A Possible Paradox and Disjunction: Intercultural Sensitivity of the East and the West from a Historical Perspective;

Eason David John, University of Stirling

This symposium discusses, from national and international perspectives, the challenge of intercultural sensitivity for teachers.

Binlan Huang’s presentation argues that the value attached to western culture in English teaching to the neglect of national culture has resulted in weak intercultural communicative competence of Chinese students. Constructivism holds that study is a bilateral interplay of new information and original knowledge. An increased emphasis on national cultural knowledge, therefore, will prosper both Chinese culture and English education. This paper proposes that national culture be established as a target in English language teaching, and argues that its appropriate and systematic introduction will guarantee more successful intercultural communication.

Celeste Yuen points out that with their ever increasing migrant populations, diversity is a pressing educational issue for Hong Kong, Singapore and Shanghai. Teachers’ worldview and intercultural sensitivity link with school effectiveness. This paper presents nine case studies of student teachers with high, medium and low intercultural sensitivity from three teacher education institutions as measured by the Intercultural Development Inventory (IDI) questionnaire survey. An attempt is made to tease out the life factors that contribute to intercultural development, and implications for teacher education are discussed.

Jan Westrick’s study presents the first portion of a two-year study to compare the levels of intercultural sensitivity of pre-service teachers in a homogeneous, U.S. teacher education program using Intercultural Development Inventory (IDI) at the beginning and at the end of the pre-service program in elementary and secondary education. After presenting the findings of the pre-test, the paper will describe aspects of the teacher education program designed to prepare pre-service teachers for success in multi-cultural classrooms.

David Eason highlights that research indicates there is a fundamental difficulty within Chinese culture towards intercultural insensitivity. This paper explores the possible organic disjunction that exits between the introspective Chinese past and the essentially more extroverted worldview of the west that has given rise to the very notions that underpin the interculturalism currently promoted in Hong Kong education. In the context of this exploration the goals and object of cultural inclusion and acculturation are raised and discussed.

1 . The Learning Experiences of Teachers in Their First Attempts as Mentors

Lim Audrey, The Hong Kong Institute of Education

2 . Dialogues Between Mentors and Proteges: Understanding the Mentoring Practices in Hong Kong Kindergartens

Li Yuen Ling, The Hong Kong Institute of Education

3 . Curriculum Development and Teachers’ Professional Development: A Case Study

Man Ying Ling, The Hong Kong Institute of Education

Teachers’ professional development is an aspect that should not be neglected, especially in the present climate of educational reform in Hong Kong and elsewhere. This symposium includes three paper presentations:

The Learning Experiences of Teachers in Their First Attempts as Mentors

Dialogues Between Mentors and Proteges: Understanding the Mentoring Practices in Hong Kong Kindergartens

Curriculum Development and Teachers’ Professional Development: A Case Study

The first paper will focus on the findings of an analysis of mentor teachers’ journals, field notes and reflections. These data provide insights on the characteristics of mentors in the process of learning to become mentors, such as their attitudinal orientations, reactions and thoughts about interpersonal experience and their self-awareness skills as mentors. They were generally helpful and approachable, flexible and sensitive to the feelings of others.

The second paper will focus on analysis of the dialogues between mentors (a total of 30 kindergarten teachers involved in a mentoring scheme) and their mentees as well as the self-reflection records of the mentors. It appears that mentor teachers make use of a simplified model, one which reflects an underlying value of self-fulfillment in supporting their proteges’ professional development. The behaviour adopted is relationship based but structured talk to minimise informality of relationship. It seems that mentor teachers used “frames” to define problems, diagnose causes, make value judgements, and claim self-fulfillment. The framing or a structured frame highlights clear goals, specialized roles, formal relationships and coordination through authority.

The third paper will focus on a case study involving the inclusion of traditional Chinese fairy tales in the Primary Four curriculum. The methodology used includes interviews, survey questionnaires and classroom observations. By this means, the professional development of language teachers’ (undertaking an in-service course) is investigated. The findings of this study have implications for teachers and teacher education and will be discussed from the perspective of teachers’ professional development.

1 . Historical Development of School Sponsoring Bodies: Impact on the Establishment of Incorporated Management Committees in Schools

Yu Huen, The Hong Kong Institute of Education

2 . School-based Management: The Case of Introducing Incorporated Management Committees in Hong Kong Schools

Pang I Wah, The Hong Kong Institute of Education

3 . Incorporated Management Committees and School Development: Challenges and Possibilities

Tam Wai Ming Frank, The Chinese University of Hong Kong

School-based management (SBM) has been implemented by all schools in the public sector in Hong Kong since 2000. It was followed by the new bill of the Education (Amendment) Ordinance passed in 2004. Under this bill, the government of Hong Kong enforced the setting up of a mandated school council structure, an Incorporated Management Committee (IMC), in schools. The major challenge to schools is a smooth transformation of the present school management structure to the required IMC and an effective implementation of SBM. In this symposium, three papers will be presented. Different perspectives will be used to examine the policy of the establishment of IMC in Hong Kong. The first paper adopts a historical perspective. The history of the aided sector under the operation of school sponsoring bodies (SSB) is introduced. An overview of the implementation of SBM is described with major constraints to SBM being identified. The impact of SSBs on the setting up of IMCs in schools will be discussed from a historical perspective. The second paper adopts an organizational perspective. It suggests that in the past, due to the tight control over school philosophy, core values, school mission and staff assignment by school sponsoring bodies, some schools were able to develop a unique tradition and culture. The questions this paper addresses include ( 1) Can IMC enable schools to develop its unique tradition and culture? ( 2) Will the IMCs able to consolidate different stakeholders to form a community to develop the core values and mission of the school in relation to the changing needs of the external environment? ( 3) Will the IMC enable or constrain a school to achieve excellence and effectiveness in the future? The third paper adopts a political perspective. It examines the debate during legislation, explores the nature of the reform, and contrasts the reform with the form of SBM as proposed by the Education Commission. It further makes comparison to the SBM implemented in other countries to draw implications for the school reform in Hong Kong.