Curriculum reform in Hong Kong and its effect on pupils' cognitive development

Research output: Chapter in Book/Report/Conference proceedingChapters

Abstract

The curriculum in Hong Kong was designed along the line of the behaviourist learning theory. Knowledge is broken into bits for pupils to take in using mostly the mechanism of reward and punishment. Learning is therefore quantitative, atomistic nd linear. In order to enhance the quality of teaching and learning, an initiative called the Target Oriented Curriculum (TOC) has been introduced and is being implemented in the primary schools. The aim of this paper is three-fold: first, to find out the overview of TOC; second, to describe the TOC principles of learning; and third, to analyze these principles in the light of the relevant government archives, curriculum documents, books and journals. Implications will be drawn to the need for a change in the teacher education programmes to cope with the curriculum innovation. Copyright © 1999 Australian Curriculum Studies Association Inc.
Original languageEnglish
Title of host publicationThe ACSA 1999 Collection: Conference papers: Framing the future
Editors Australian Curriculum Studies Association
Place of PublicationDeakin West, Australian Capital Territory
PublisherAustralian Curriculum Studies Association
Pages189-204
Volume2
Publication statusPublished - 1999

Citation

Chan, K. W. (1999). Curriculum reform in Hong Kong and its effect on pupils' cognitive development. In Australian Curriculum Studies Association (Ed.), The ACSA 1999 Collection: Conference papers: Framing the future (Vol. 2, pp. 189-204). Deakin West, Australian Capital Territory: Australian Curriculum Studies Association.

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