教育研究學報



Learning and Its Implications for Teaching: Two Case Studies from Canadian and Hong Kong Schools

1994.第9卷第1期(Vol. 9 No. 1).pp. 24–30
 

Learning and Its Implications for Teaching: Two Case Studies from Canadian and Hong Kong Schools

Patrick Kwok-Tung LAI(黎國楝)

Abstract

Do Hong Kong students dislike innovations and want to be taught? Traditional opinions suggest that they do, although there is accumulating evidence to show that students in Anglo-Chinese schools are not particularly predisposed to that expository, didactic mode of teaching. Most of them do like innovations. They prefer their classrooms to be different from what they are, and they should learn much better under innovative than under expository teaching. In the present paper, the author, with two case studies put forward, attempted to show that prior knowledge and learning environment in fact have a sound effect on the learning approach. The results showed that before discussion, students in Hong Kong tended to be more "surface" in their learning strategies as compared to their Canadian counterparts. With the introduction of innovative measures of teaching into the Hong Kong classrooms, it was possible to change students' conception from a lower ordered to a higher ordered one. This throws light on local educators in the teaching and learning of complicated scientific concepts.

摘要

香港學生究竟是否傾向傳統授課方法呢?很多人都認為如此,但也有研究指出,英文中學的學生,並沒有特別傾向傳統的教學法。其實,大部份的學生比較喜歡新式的學生為本位的教學法。他們期望有不同的課堂氣氛,使他們在新教學法中,學習效果有所提高,在本文中,作者嘗試將兩個個案研究配合,顯示學生在前的知識概念及學習環境對學習取向有很大的影響。在課堂討論前,香港學生與加拿大學生的比較,較傾向於採用表面取向。但在課堂採用新教學法後,結果顯示香港學生的知識概念由低層次被提升至高層次水平。此結果對於本地教育學者在教授及學習複雜理科概念的問題上,有一定的啟示。