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Recently, the education sector from time to time discuss on the junior high school professor of Chinese history and how many discussions. Education has always been the history of China attaches great importance to education, and the Hong Kong school education courses, has been properly included on China's historical and cultural elements and content.
The Curriculum Development Council compiled the "Learning to Learn" Curriculum Guide (2001), has set out in Chinese history and culture is the primary and secondary schools of basic education (Primary 1 to Secondary 3) must learn the content. Primary schools, usually through "General Studies" professor of Chinese history, have the vast majority of secondary schools (about 85 per cent) were in junior high school with an independent "Chinese history."
According to our survey, all schools are teaching Chinese in junior high school history. Some secondary schools in response to the overall curriculum, students with different learning needs and the ability of teachers, may be in a different mode of organization of courses in Chinese history and content of the elements, to broaden the perspective of learning, and strengthen the links between subjects, in order to achieve the best teaching and learning outcomes.
However, no matter what model schools to teach Chinese history, the lessons are essential in the "Personal, Social and Humanities Education Key Learning Area," a quarter of the total class, or an average of about two classes per week. In this connection, the Department of Education regular contact with schools, provide professional support.
Are there more than a quarter of all schools, not the creation of an independent middle school in Chinese history ?
Department of Education asked all schools in each school year, reported the creation of detailed information on subjects, including the number of teaching, such as the creation year. According to the information submitted schools, secondary schools in Hong Kong to 85% of the creation of an independent Chinese history, 1 to 3 are the establishment of an independent in the history of the Branch also reached 70%.
In fact, some schools in the last semester in an open every Thursday edition of the history lesson, next semester will be replaced creation of the same period in Chinese history, to reduce the students the same time to cope with the pressure of more than subjects; In fact, these schools have set up Independent Chinese history. Some social groups are often a survey of all schools for failing to grasp the latest information, or to consider only the individual level, thus summed up the wrong conclusions.
if not built China's history as an independent compulsory, whether students would be "systematic" study "integrity" of the history of China ?
dynasties follow the order, the order to learn the history of the way, the system is very clear, there are many benefits, not necessarily suitable for all students, it is not the only way to learn history. Curriculum Reform, Hong Kong has been in the national history education teachers have different exploration and progressive development of a new system, can generally be summarized as "historical and cultural Branch" and "Integrated Humanities" two models.
History and Culture in Chinese history as a spindle, content-era planning, open up the "Chinese History" and "World History" dichotomy, according to the actual situation of Chinese and Western contrast, the widening horizons of students, learning from different angles of thinking, this is also a system. We integrated humanities an integrated model, learning the history of China when the issue at the same time integration geographic, economic, cultural and other factors, and more attention from the point of view of historical issues, certainly is a system handle historical approach. If students from more angles and dimensions learn Chinese history, they will be able to make them subject to a new understanding of the content, the better to arouse their interest in learning.
In a different mode of teaching Chinese history, the students of the benefits ?
in history and culture by using the model of the schools, students can understand China in the development of how a certain age, may also know that the rest of the world's major civilizations in the same period an important event, will help raise student interest in learning and broaden their Vision. Some schools will be the contents of the history of China, according to different themes throughout the Organization, on the Integrated Humanities Professor, to enable students to gain a better understanding of cultural, social, geographical and other factors, and how the changing political and historical development of inter-related . Teachers have to reflect, students use other forms of learning the history of China, to enhance the interest in learning have a positive impact.
China's mainland and other countries to national history as a junior high school .
compulsory, why not in line with Hong Kong ?
in Hong Kong, China has a junior high school history curriculum must learn, and the lessons have clearly defined the requirements, the Department of Education that the importance of history education, and other areas not to mention more.
Around the world history courses, such as the Mainland, the United States different states are diverse and have a choice; As for Japan and South Korea, the study of history is on the social studies curriculum. The multi-mode course does not mean that history does not attach importance to education; it is respect for the schools and to the needs of students as top priority.
Majority of countries in the world history course, to a subject to its own history and the history of world history link up. As for Hong Kong, for various reasons, the school curriculum to their own history and world history are two branches, Professor of hours more than the other places (for example, the two branches of the junior high school history class in the mainland and more than 90-100%).
Why the Department of Education allowed schools to other organizations model curriculum to teach Chinese history ?
the Hong Kong school curriculum set out clearly the central in the learning stage must cover the contents to ensure that students have ample opportunity to learn to understand the country's history and culture, cultivate the capacity and quality.
The curriculum guidelines also refer to other parts of China and the rest of the world's national history education curriculum design, combined with practical experience in local schools, courses on various models to provide recommendations for schools to cater for the school situation.
based on the "learner-centered" principle of education, in line with the content of courses to learn the requirements under the premise of schools and teachers should be in response to the needs and characteristics of students to organize the course content, layout elements, select learning materials, Design teaching strategies and assessment process so that students can achieve the greatest effectiveness of learning.
Department of Education has been closely monitoring curriculum guidelines must cover the contents of the implementation in schools, and to keep the schools failed to meet the requirements to provide guidance and support.
Department of Education does not know whether the independent schools in the history of the Branch, professor of the history of how the content ?
Council regularly through various means to understand the overall trends and the current status of individual schools, and special attention in junior high school has not set up an independent Chinese history of the schools, each in contact with those responsible for the school, school professor of Chinese history and elements of the model curriculum, The medium of instruction hours, professor of topics, teaching methods and to provide appropriate guidance and support.
From these contacts, we found that most of the school meets the required number of hours of instruction and the model curriculum and teaching the subject, including the physical history of China in the history of the important things; teaching methods are much diversified. Small portion can not fully meet the requirements, including some formerly used pre-vocational courses, or to non-Chinese students mainly of schools, has been gradually strengthening the relevant education. Department of Education has been actively followed up on the schools, a clear grasp of its history of China's specific conditions of teaching.
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