• 沒有找到結果。

Commonly Used Learning and Teaching Resources

Enrichment Modules

Chapter 6 Learning & Teaching Resources

6.3 Commonly Used Learning and Teaching Resources

Teachers should take into account students’ prior knowledge and experiences, learning styles, abilities, teaching objectives and current social environment, etc. before deciding on the use of different learning and teaching resources in support of student learning. They can make use of textbooks, reference books, newspapers and magazines, multimedia resources, web-based materials, etc., to bring real world problems into the classroom, and help students see the relevance of what they are learning and achieve a broader understanding of the issues. Teachers should not simply summarize information from textbooks, reference books, the Internet, people and / or the media, etc. for students, but should use them to help students define problems and issues, conduct research, and create a product which reflects their learning. In the selection and use of resources, teachers have to be mindful of the impact of the sources and forms of the information on students. The flexible use of different resources can cater for the diversity among students and help them grasp related information more fully.

6.3.1 Textbooks

Textbooks can be an important medium for student learning and classroom teaching.

When different sets of textbooks are available in the market, a teacher should

167

carefully consider whether a particular set of textbooks suits the needs of his/her students, matches the curriculum planning of his / her school, and meets the needs of the teachers in his / her school. The following are some useful references on the choice of suitable textbooks for teachers:

Notes on Selection of Textbooks and Learning Materials for Use in Schools Guiding Principles for Quality Textbooks

Recommended Textbook List

(http://www.edb.gov.hk/; then > Kindergarten, Primary and Secondary Education>

Curriculum Development> Resources and Support> Textbook Information)

Teachers should also take note of the following considerations when using textbooks:

(a) Textbooks are only tools to bring about learning. They are not the curriculum itself. Teachers should exercise professional judgement, and take into account the teaching objectives as well as students’ needs and abilities, before deciding on whether to cover all the materials in the textbooks.

(b) Teachers should select relevant materials from textbooks in order to cover the essential learning elements and to achieve the learning objectives of the curriculum.

(c) Teachers should avoid using workbooks / supplementary exercises associated with particular textbooks indiscriminately; they should allow students space to engage in a range of meaningful learning activities.

6.3.2 Materials from the Education Bureau

Apart from textbooks, the Education Bureau also provides learning and teaching resources for teachers’ reference. The Education Bureau provides resource materials through its web page such as exemplars of learning and teaching strategies, and resources collected from teachers’ professional training and network activities.

(http://www.edb.gov.hk/; then > Kindergarten, Primary and Secondary Education>

Curriculum Development> Key Learning Areas> Personal, Social & Humanities Education> References & Resources)

In 2008, the PSHE Section, CDI, Education Bureau issued Thirty Years of Reform and Opening-up: Collected Works of the National Education Seminar Series (Chinese version only). The booklet collects the latest research and unique perspectives of more than 20 experts and academics with respect to different aspects of the development of our country. It provides useful resources for teachers.

Example: A resource produced by Education Bureau

168

6.3.3 Materials from governmental organizations

Documents or reports prepared by national and regional governmental institutions, quasi governmental organizations, and intergovernmental bodies are sources of official and updated information and data. The information can also provide teachers with a comprehensive understanding of the official perspectives.

6.3.4 Materials from non-governmental organizations and independent persons

Information, statistics, views and opinions of non-governmental organizations, community organizations, civil society organizations, experts, academics, and independent persons from different countries and places also provide students with different levels of information, analyses and perspectives. Apart from these, teachers and students may consider participating in related activities organized by local non-governmental organizations, community organizations and civil society organizations, etc. so that students can learn outside of their classroom. For related considerations and points to note, please refer to Section 4.3.2(e) Participatory learning.

6.3.5 Materials from commercial and professional bodies

Information and statistics from different enterprises, chambers of commerce, and professional/occupational bodies allow students to grasp the economic conditions and latest development of different national and regional economies from another perspective.

6.3.6 Materials from different media

Live information, statistics, views and opinions of media at local, national and global levels as well as the different values and lifestyles demonstrated by such media can provide students with different levels of information, analyses and perspectives.

6.3.7 Books

When promoting the strategy of “reading to learn”, teachers can encourage students to read books of biographies, social documentary, travel, humanities, culture and foreign countries. Although these books were not written for this curriculum, they can provide

169

students with profiles of economic, social and political issues at local, national and global levels. They can broaden students’ awareness of related topics and heighten their interest in those topics. Apart from reading after class and at home, students can bring to classes the texts that they have a particular understanding and liking for and in order to share and discuss with his / her classmates.

In 2009, the PSHE Section, CDI, Education Bureau issued A Reader in Humanistic Literacy (Junior Secondary) (Chinese version only). The booklet contains a good collection of Chinese and Western seminal readings.

Among them are texts that are both relevant and enlightening to the learning of this curriculum.

Example: A resource that promotes “reading to learn”

6.3.8 Materials from schools

Different people and things come together in schools and they can be important sources of learning and teaching resources. For instance, teachers of other panels, professionals who are providing services to schools, parents, relatives and friends of students, and alumni can provide teachers and students with ample professional knowledge as well as work and life experiences. Teachers can also adopt self-developed, school-based learning and teaching resources as well as students’

products as part of the learning and teaching resources. Taking into account personal privacy and sensitivity issues, the personal experiences, views and reflections of students with different backgrounds, as well as observations and interviews conducted by them, can also be part of the learning and teaching resources.

6.3.9 Experiences and perception of concerned parties

Records of the experiences and subjective perception of concerned parties in different social incidents can also be important learning and teaching resources. The evolution of the cyber world, in particular under Web 2.0, strengthens the participation of users and sharing among people. More channels are available where people of different strata can demonstrate their experiences as well as express their subjective perception.

Such kind of information can easily arouse students’ empathy and provide them a deeper understanding of different cases from multiple perspectives.

170

6.3.10 Materials selected by students

The learning and teaching resources are not necessarily all chosen or developed by the teacher. Students can take initiative to identify, propose and select learning resources.

Having different genders, religious backgrounds, language proficiency, learning styles, and socioeconomic backgrounds, the students might see issues in very different ways and choose material very differently. Their suggestions can complement the teachers’

choices and provide more diverse perspectives on issues.