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postgraduate thesis: Understanding values education in Hong Kong senior secondary liberal studies curriculum

TitleUnderstanding values education in Hong Kong senior secondary liberal studies curriculum
Authors
Issue Date2011
PublisherThe University of Hong Kong (Pokfulam, Hong Kong)
Citation
Ng, T. [吳廷輝]. (2011). Understanding values education in Hong Kong senior secondary liberal studies curriculum. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4836864
AbstractThe exploratory study examines how different stakeholders, namely the authority, teachers and students, understand values education in Liberal Studies as a core subject in Hong Kong Diploma of Secondary Education Examination. Qualitative research method is mainly employed to collect data from the stakeholders. A number of issues are discussed, like the subjectivity and types of values, ways of studying values, the importance of values education in the subject, the effectiveness of learning activities and assessment. It has been found that the linear mode of authority-teacher communication and teacher-student communication have an impact on the practical implementation of values education in the subject. Time constraints, the dominant influence of the media and the misconception that values are unimportant in the public examination are perceived as major difficulties of implementing values education. The negative orientation of using multiple perspectives, the low profile of values in examinations, stakeholders’ depreciation of values and indoctrination agenda greatly undermine the credibility of the public examination. Moreover, the design of the marking scheme cultivates negative meta-values. To boost the public acceptance of the subject, suggestions have been made on how stakeholders should communicate better with one another and how assessments should be adapted so as to allay the public’s fear of unfairness. The authority should convey to stakeholders in specific terms that values education is an integral component in the curriculum. A comprehensive list of various kinds of values should be published for stakeholders to conduct holistic values review. The marking scheme should be designed after a markers’ meeting in such a way that it consists of clear guidelines and yet nonrestrictive content.
DegreeMaster of Education
SubjectGeneral education - Study and teaching (Secondary) - China - Hong Kong.
Values - Study and teaching (Secondary) - China - Hong Kong.
Dept/ProgramEducation

 

DC FieldValueLanguage
dc.contributor.authorNg, Ting-fai.-
dc.contributor.author吳廷輝.-
dc.date.issued2011-
dc.identifier.citationNg, T. [吳廷輝]. (2011). Understanding values education in Hong Kong senior secondary liberal studies curriculum. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4836864-
dc.description.abstractThe exploratory study examines how different stakeholders, namely the authority, teachers and students, understand values education in Liberal Studies as a core subject in Hong Kong Diploma of Secondary Education Examination. Qualitative research method is mainly employed to collect data from the stakeholders. A number of issues are discussed, like the subjectivity and types of values, ways of studying values, the importance of values education in the subject, the effectiveness of learning activities and assessment. It has been found that the linear mode of authority-teacher communication and teacher-student communication have an impact on the practical implementation of values education in the subject. Time constraints, the dominant influence of the media and the misconception that values are unimportant in the public examination are perceived as major difficulties of implementing values education. The negative orientation of using multiple perspectives, the low profile of values in examinations, stakeholders’ depreciation of values and indoctrination agenda greatly undermine the credibility of the public examination. Moreover, the design of the marking scheme cultivates negative meta-values. To boost the public acceptance of the subject, suggestions have been made on how stakeholders should communicate better with one another and how assessments should be adapted so as to allay the public’s fear of unfairness. The authority should convey to stakeholders in specific terms that values education is an integral component in the curriculum. A comprehensive list of various kinds of values should be published for stakeholders to conduct holistic values review. The marking scheme should be designed after a markers’ meeting in such a way that it consists of clear guidelines and yet nonrestrictive content.-
dc.languageeng-
dc.publisherThe University of Hong Kong (Pokfulam, Hong Kong)-
dc.relation.ispartofHKU Theses Online (HKUTO)-
dc.rightsThe author retains all proprietary rights, (such as patent rights) and the right to use in future works.-
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.source.urihttp://hub.hku.hk/bib/B48368647-
dc.subject.lcshGeneral education - Study and teaching (Secondary) - China - Hong Kong.-
dc.subject.lcshValues - Study and teaching (Secondary) - China - Hong Kong.-
dc.titleUnderstanding values education in Hong Kong senior secondary liberal studies curriculum-
dc.typePG_Thesis-
dc.identifier.hkulb4836864-
dc.description.thesisnameMaster of Education-
dc.description.thesislevelMaster-
dc.description.thesisdisciplineEducation-
dc.description.naturepublished_or_final_version-
dc.identifier.doi10.5353/th_b4836864-
dc.date.hkucongregation2011-

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