Abstract:
This project enhances the development of our University’s students in improving their strategy of teaching and learning. It is applicable in learning to teach the school subjects of integrated and common curriculum, such as General Studies, Life and Society and Liberal Studies. The research is conducted by student teachers to apply the method of narrative inquiry, and to match field based study and experiential learning, which are the prominent strategies adopted for the teaching of multi-disciplinary subjects.
This project adopts the pedagogical combinations of field based study, experiential learning and narrative inquiry. The approaches used in fieldwork conduct field research and interview people or observe the communities and environments to learn cultural heritage and social organizations. Experiential learning enhances learning through reflection on their community involvement. The narrative inquiry can strengthen students’ knowledge construction. Students can apply for related strategies, concepts and methods into their future educational careers in planning and implementing related work tasks. Hopefully, this comprehensive strategy is adopted, and the effectiveness of teaching is benefited and strengthened. The experience of such implementation will allow for more effective operation in the future. Students’ achievement is assessed by their applications of teaching strategies on their microteaching presentation.
Code:
T0173
Principal Project Supervisors:
Keywords provided by authors:
Start Date:
01 Aug 2016
End Date:
31 Jul 2017
Status:
Completed
Result:
The funding project facilitates student's oppottunities and motivations in research of local history and cultural heritage. On the other hand, our knowledge of community's heritage is relatively underdeveloped in Hong Kong. Dozens of students are recruited and some of their works are published. The students' performance and their achievements are remarkable.
The conference is convened for the public and for our students with the aim of sharing and enhancing their research by the papers presented. It took place and successfully attracted 400 attendants, coming from areas of academia, the communities, our students and 10 secondary schools. 24 papers were presented by academics and the communities which related to the aims of the Resource Centre and my granting project. As such, they helped in promoting teaching and learning related to interdisciplinary studies and networking expertise, thereby aiding researchers from different disciplines to develop projects related to multidisciplinary areas.
The project enhances the role students as mentors to recognize and critically review our knowledge of current understanding of Hong Kong's cultural heritage. Making community intelligence more knowledgeable, the real part of Hong Kong society and history will be explored by students' field based studies and experiential learning.
Impact:
Our University's students were provided with valuable opportunities to present and share their learning outcomes with 31 papers presented by them. The academics preach about the Hong Kong local research on what students need to learn and how best to teach it to them. Our students could learn from the experts' ideas and criticism and it should be noted that such opportunities are hard to come by. They attended a valuable lesson which helped strengthen their academic performance. Resulting from both the award of the grant and my subsequent teaching, the students' academic performance is outstanding. Numerous of their studies are publishable. Hopefully, as this comprehensive strategy is adopted, teaching effectiveness will be benefited and strengthened. The experience of implementation will be able to operate effectively in the future. It is the idea that teachers transform their content knowledge for the purposed of their teaching.
The comprehensive strategies of teaching and learning promote in teaching of pedagogical content knowledge. The transformation process of pedagogical reasoning includes critical interpretations of the content, consideration of alternative ways of representing the subject matter, adaptation of the teaching to take into account of the characteristics of the student population and tailoring the materials to the specific students in one particular class.
Deliverables:
Books / Book Chapters / Journal Articles / Conference Papers
黃麗雲 (2017)：筲箕灣天后古廟的興建及歷史變遷脈絡，輯於《旅行家第廿七冊》，頁3-16，香港：香山學社。https://repository.eduhk.hk/en/publications/d25cbd8d-a26f-4fba-90f5-d8b6...
林俊鏮(2017)：道教茅山派在香港的傳承，輯於《旅行家第廿七冊》，頁36-41，香港：香山學社。https://repository.eduhk.hk/en/publications/afe6f684-12fc-4470-ab5c-4d39...
鍾璧蔚(2017)：以飄色巡行和搶包山為例：探索長洲太平清醮文化傳承在現今社會的變遷，，輯於《旅行家第廿七冊》，頁42-57，香港：香山學社。https://repository.eduhk.hk/en/publications/d228d1d4-21b8-4ff1-8a42-c1a6...
陳婷婷(2017)：尋找失去的歷史徑跡—五聯古村考察，，輯於《旅行家第廿七冊》，頁58-72，香港：香山學社。https://repository.eduhk.hk/en/publications/ee883588-7782-4a34-9a8b-a3d6...
Yung Siu Fong, Exploring the Historical Changes of Ma Wan, (in Chinese, 〈馬灣的歷史變遷探索〉) in Chan Yat fong & Chan Miu ling (eds.) Travellers, Vol. 26, Hong Kong: Xiangshan Academy, 2016, pp. 25-41. https://repository.eduhk.hk/en/publications/34dc87cd-5b5d-4ed9-882a-c3b1...
Financial Year:
2015-16
Type:
TDG