China is the country with pluralistic cultural background of 56 ethnic groups,Manchu is China’s second largest minority,the population is over 10 million.The history of Manchu can be traced back earliest to 7000 year...China is the country with pluralistic cultural background of 56 ethnic groups,Manchu is China’s second largest minority,the population is over 10 million.The history of Manchu can be traced back earliest to 7000 years ago,even so,there are not more than 100 Manchu people can speak the Manchu language,the inheritance and development of Manchu culture are in jeopardy.The article focused on how to educate Manchu culture to pupils in Manchu primary school,especially in Manchu schoolbased curriculum,exploring the present situation and effective ways of the development of Manchu school-based curriculum.展开更多
Purpose:This study explores the contributions and effectiveness of the Jockey Club“Giftedness into Flourishing Talents”Project(Project GIFT)in supporting learner diversity in gifted education,including meeting the e...Purpose:This study explores the contributions and effectiveness of the Jockey Club“Giftedness into Flourishing Talents”Project(Project GIFT)in supporting learner diversity in gifted education,including meeting the educational and psychological needs of highly capable and gifted students in Hong Kong.Design/Approach/Methods:This study investigates the effectiveness of Project GIFT in supporting the development of diversity in learning in 20 project schools.Through close cooperation with project schools,Project GIFT comprised six developmental areas:school development,curriculum development,teachers’professional development,parent empowerment,student development,and financial support.To further assess the usefulness of the school-based support provided by Project GIFT,this study examines the implementation of school-based gifted education in two project schools based on the aforementioned components.educational program in gifted education that intervened at both Level 1(whole class)and Level 2(pullout)of the three-tiered policy stipulated by the Hong Kong Education Bureau.One of the few gifted education programs implemented in Asia,Project GIFT focused on six key components to specifically support high-ability and gifted students with diverse educational and affective needs.This study shows that Project GIFT significantly enhanced diversity in learning,its collaboration with two key schools resulting in the successful enhancement of school development,professional development,curriculum development,student development,parent empowerment,and financial support.Originality/Value:The article fills the research gap by examining the effectiveness of a schoolbased gifted education program focused on enriching and differentiating curricula for different regular and pull-out programs.In doing so,this article attests to the success of the program in addressing the educational and psychosocial needs of gifted students at local schools in Hong Kong.展开更多
Both China and England require state-funded schools to teach a national curriculum.While policy congruence in terms of overall intention is apparent,there are major differences between each country's approach to s...Both China and England require state-funded schools to teach a national curriculum.While policy congruence in terms of overall intention is apparent,there are major differences between each country's approach to systemic curriculum reform which highlight contrasting attitudes to how best to effect change in schools and widely differing views on curriculum design,particularly in relation to pedagogy,and its significance.展开更多
基金funded by IGA project of Palacky'University Olomouc:Value of education among the students from different sociocultural environment(Grant number:IGA_Pd F_2017_022)
文摘China is the country with pluralistic cultural background of 56 ethnic groups,Manchu is China’s second largest minority,the population is over 10 million.The history of Manchu can be traced back earliest to 7000 years ago,even so,there are not more than 100 Manchu people can speak the Manchu language,the inheritance and development of Manchu culture are in jeopardy.The article focused on how to educate Manchu culture to pupils in Manchu primary school,especially in Manchu schoolbased curriculum,exploring the present situation and effective ways of the development of Manchu school-based curriculum.
文摘Purpose:This study explores the contributions and effectiveness of the Jockey Club“Giftedness into Flourishing Talents”Project(Project GIFT)in supporting learner diversity in gifted education,including meeting the educational and psychological needs of highly capable and gifted students in Hong Kong.Design/Approach/Methods:This study investigates the effectiveness of Project GIFT in supporting the development of diversity in learning in 20 project schools.Through close cooperation with project schools,Project GIFT comprised six developmental areas:school development,curriculum development,teachers’professional development,parent empowerment,student development,and financial support.To further assess the usefulness of the school-based support provided by Project GIFT,this study examines the implementation of school-based gifted education in two project schools based on the aforementioned components.educational program in gifted education that intervened at both Level 1(whole class)and Level 2(pullout)of the three-tiered policy stipulated by the Hong Kong Education Bureau.One of the few gifted education programs implemented in Asia,Project GIFT focused on six key components to specifically support high-ability and gifted students with diverse educational and affective needs.This study shows that Project GIFT significantly enhanced diversity in learning,its collaboration with two key schools resulting in the successful enhancement of school development,professional development,curriculum development,student development,parent empowerment,and financial support.Originality/Value:The article fills the research gap by examining the effectiveness of a schoolbased gifted education program focused on enriching and differentiating curricula for different regular and pull-out programs.In doing so,this article attests to the success of the program in addressing the educational and psychosocial needs of gifted students at local schools in Hong Kong.
文摘Both China and England require state-funded schools to teach a national curriculum.While policy congruence in terms of overall intention is apparent,there are major differences between each country's approach to systemic curriculum reform which highlight contrasting attitudes to how best to effect change in schools and widely differing views on curriculum design,particularly in relation to pedagogy,and its significance.
