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Management and development of learning and teaching resources

在文檔中 Moral and National Education (頁 131-135)

Chapter VI Learning and Teaching Resources

6.3 Management and development of learning and teaching resources

of their national identity. The EDB provides opportunities for teachers and students to pay visits to the Mainland and participate in exchange programmes through various means (such as organising visits and exchange programmes, subsidising students to participate in exchange programmes, and running joint programmes with various organisations)17.

6.2.6 Other related curriculum resources and support services

 The curriculum resources and support services provided by various government departments or related organisations can also be used as learning and teaching resources of the MNE subject.

Curriculum resources

- Some government departments or related organisations such as the Constitutional and Mainland Affairs Bureau, Home Affairs Bureau, Narcotics Division of the Security Bureau, Leisure and Cultural Services Department, Environmental Protection Department, Social Welfare Department, Registration and Electoral Office, Information Services Department, Radio Television Hong Kong, Hong Kong Independent Commission Against Corruption, Committee on the Promotion of Civic Education, and Equal Opportunities Commission have provided MNE-related resources, including printed, multimedia and online resources, for teachers to use flexibly.

Support services

- Some government departments or related organisations also provide different support services to schools such as the guided tour service of the Antiquities and Monuments Office and various museums, which enable students to deepen their understanding of history and culture. Some tertiary institutions, non-governmental organisations and voluntary groups also arrange exchange programmes, school-based onsite support, study programmes, visits and guided tours. Schools can make use of these support services according to their needs.

6.3.1 Whole school participation (Diffusion at points)

 The management and development of learning and teaching resources relies on the concerted efforts of different stakeholders, including school heads/principals, students, teachers, parents and alumni for continuous advancement and refinement.

 The school heads/principals play a vital role in the management of MNE learning and teaching resources, e.g. target setting, resource allocation, team organisation and performance reviews. Support of school heads/principals can help the school effectively manage and develop resources.

 Teachers and students can work together to develop learning and teaching resources.

Through the school intranet or other channels such as creating a school-based resource database and establishing related clubs and societies, exchanges and collaboration among teachers of different subjects and functional groups and between students of different year levels become practicable. This allows more teacher and student participation, enriches the school’s resources and helps create a favourable school environment.

 Parents and alumni can also contribute to the enhancement of learning and teaching resources. They can contribute their efforts in different areas of MNE according to their expertise and preference. For example, they can help strengthen the human resources on learning and teaching by acting as instructors in visits and exchange programmes, volunteers in learning activities, adjudicators in learning competitions, speakers in seminars, etc.

6.3.2 Inter-school collaboration (Extension of lines)

 Schools should constantly update and enrich the learning and teaching resources to cope with social changes and students’ needs. They should also actively share their experiences and knowledge with other schools to promote MNE in the form of inter-school collaboration.

 Schools can create platforms to promote resource sharing and collaboration, e.g.

holding seminars for teachers, forming joint school teacher associations, and setting up inter-school resource databases and networks.

 There is a diverse range of partners available for schools to consider for exchanges and collaboration. Cooperation can take place between schools in the same district or schools under the same school sponsoring body. It is also possible to have collaboration between schools of different stages of learning, e.g. between a pre-primary educational institution and a primary school, between a primary school and a secondary school, and between a university and a secondary or primary school, making the most of the strength of each party in the enhancement of learning and teaching resources.

6.3.3 Inter-organisational collaboration (Widening of surfaces)

 The promotion of MNE starts in schools but does not stop there. Schools should make the most of social resources available, including those from the government departments and non-governmental organisations, and bring together what is available at the school level and the social level to enable inter-organisational development of resources. Regarding the government departments, schools can make use of the learning and teaching materials designed by the EDB or related government departments, and participate in related support services to improve learning effectiveness.

 Schools can also make use of the learning and teaching materials provided by different non-governmental organisations such as voluntary groups, professional bodies, academic associations and community associations, and participate in related support services. At the same time, schools may enter into a partnership with these non-governmental organisations to carry out different forms of collaboration and expand the learning and teaching resources at the social level.

- Example 1:

Utilising community resources to develop learning and teaching resources

Teachers can take advantage of community resources to complement the curriculum contents of the MNE subject for enhancing learning and teaching effectiveness. For example, schools and community organisations from the same district can cooperate with one another to run programmes such as study programmes, student leadership training and competitions. Moreover, teachers can arrange for students activities such as visits to old buildings and traditional industries, participation in festival celebrations and customs activities in different districts so that students can learn more about the communities and build their civic identity. Being in touch with their cultural heritage and understanding the relationship between Hong Kong and the Mainland will also enhance students’ sense of national identity. Teachers can even make good use of community resources to promote MNE by compiling the related learning experiences into school-based learning materials.

- Example 2:

Developing learning and teaching resources through sister schools

Primary and secondary schools in Hong Kong can establish sister school relationships with schools in the Mainland to share and collaboratively develop MNE learning and teaching resources. To complement classroom learning, schools can organise trips to their sister schools for visits, or exchange programmes and study programmes. Various learning activities or competitions can be carried out via long-distance video-conferencing. Through cross-region collaboration, schools can also develop learning and teaching resources to enhance the effectiveness of MNE.

(Appendix 1)

在文檔中 Moral and National Education (頁 131-135)