Curriculum change and pedagogy shift: The case of primary social studies in Hong Kong

Ah May Amy CHAN-YIP

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

Social education in the primary education arena of Hong Kong has taken many forms. This paper traces the development of social studies in the formal curriculum of local primary schools from the sixties to the nineties and critically analyses the pressures for change as well as the foci of change from a curriculum development perspective. Based on the official documents, the extent of foreign influence on course design is brought to the attention of the readers. The relationship between the curriculum intent and pedagogy advocated is discussed with reference to literature. Learning activities suggested in the syllabuses of various decades are compared on a continuum of teaching-learning strategies and evaluated against stated learning targets. Their implications on teaching styles are analyzed. Criteria for selecting activities are recommended for readers' reference. Copyright © 2000 The Hong Kong Institute of Education.
Original languageEnglish
Title of host publicationProceedings of International Conference on Teacher Education 1999: Teaching effectiveness and teacher development in the new century
Place of PublicationHong Kong
PublisherHong Kong Institute of Education
Pages1-11
ISBN (Print)9629490382
Publication statusPublished - 2000

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social studies
Hong Kong
curriculum
teaching style
curriculum development
primary education
learning strategy
learning
primary school
Teaching
education
literature

Citation

Chan-Yip, A. M. A. (2000). Curriculum change and pedagogy shift: The case of primary social studies in Hong Kong. In Proceedings of International Conference on Teacher Education 1999: Teaching effectiveness and teacher development in the new century [CD-ROM] (pp. 1-11). Hong Kong: Hong Kong Institute of Education.