Curriculum and teaching reforms: Contexts, implementation and sustainability

Research output: Book/ReportBook

Abstract

After about ten years’ curriculum and teaching reforms in China and Hong Kong introduced to enhance student learning, what can we learn from the experience? This lecture will examine the directions and contexts of curriculum and teaching reforms in Hong Kong and China followed by discussion of their implementation. In conclusion, some propositions for sustainability of the success of curriculum and teaching reforms are advocated in the context of China and Hong Kong. Firstly, it is important to pay close attention to teachers’ receptivity to, and their emotions towards curriculum and teaching reforms. Secondly, it is important to preserve the merits and essence of Chinese pedagogy and explore ways of assimilating it with those Western approaches to teaching and learning. Thirdly, it is essential to give more support to the professional development of principals and teachers, especially the promotion of professional learning communities in schools. Fourthly, it is essential to pay attention to teachers’ workload by providing adequate resource support. Last but not least, in future curriculum and teaching reforms it is essential to explore ways of enhancing students’ self-directed learning and socio-emotional learning. Copyright © 2011 The Hong Kong Institute of Education.
Original languageEnglish
PublisherThe Hong Kong Institute of Education
Publication statusPublished - 2011

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sustainability
curriculum
reform
Teaching
Hong Kong
learning
China
teacher
workload
emotion
promotion
student
resources
school
community
experience

Citation

Lee, C. K. J. (2011). Curriculum and teaching reforms: Contexts, implementation and sustainability. Hong Kong: The Hong Kong Institute of Education.