Chapter 6 Learning & Teaching Resources
6.5 Resource Management
Knowledge Management (KM) is the process through which organisations make the most of their intellectual and knowledge-based assets. Most often, making the most of such assets means sharing knowledge and experience among staff, with other schools, and even with other sectors in an effort to devise best practices. The culture of sharing is the key to success in KM. Schools should make arrangements and provide opportunities for:
● teachers and students to share learning and teaching resources through the Intranet or other means within the school; and
● teachers to reflect on their teaching when using different types of learning and teaching resources, and form professional development groups for face to face and electronic sharing of experiences.
Keeping a constantly updated resource bank covering the broad curriculum of Liberal Studies constitutes a very important factor for success in the learning and teaching of the subject. It has to be built up and maintained by the joint effort of teachers and students.
Good work from past students (especially their IES products) can be a very valuable reference resource for other students. Please refer to Section 3.4.5 in Chapter 3 for more suggestions on building up and managing resources for the subject in school.
Appendix 1
Suggested Themes of Enquiry for Independent Enquiry Study (IES)
Media
The rapid development of information and communication technology (ICT) has changed the profile of the mass media. It has also brought many changes to our lifestyle and interpersonal relationships. The sheer amount of information available in the media is so overwhelming and pervasive that our views and values are inevitably influenced unconsciously. With their particular interests and viewpoints, media producers disseminate sets of information permeated with their particular values through their products. In a heterogeneous media world, we need to learn to be discerning and, eventually formulate our own personal viewpoint. We must recognise the powerful impact the mass media have on us, and find ways to enhance media quality in our city.
The mass media influence issues related to society, culture, technology, science and environmental conservation. For example, how the mass media depict gender and social groups is reflected in our society and culture; and extensive media coverage on issues such as environmental conservation also stimulate discussion and concern.
Possible questions for enquiry
The theme can be explored through the following questions, which connect it to the Areas of Study:
● To what extent do the mass media propagate certain values and lifestyles? How do these values and lifestyles influence individuals?
● With the rapid development of ICT, in what ways do the mass media influence our lifestyles and interpersonal relationships?
● What roles do the mass media play in forming Hong Kong residents‘ identity?
● In a media world with mixed messages and values, how can we decide on our own views?
● What factors influence the operation of the mass media?
● What is the relationship between media globalization and the development of ICT?
● To what extent does the way gender and social groups are depicted in the mass media help to promote Hong Kong as an equal society?
● To what extent do the mass media promote environmental conservation in Hong Kong?
● How can the quality of the mass media in Hong Kong be improved?
Education
The significance of education in human development is well documented in the Universal Declaration of Human Rights, the International Covenant on Economic, Social and Cultural Rights, and the United Nations Convention on the Rights of the Child, all of which consider
―receiving education‖ a basic human right. However, the implementation of such a right is extremely uneven globally. In developed societies, controversies have arisen with regard to the direction, rationale, curriculum design and implementation of education. There are contradictions between traditional values and those of a knowledge-based society. The school has to balance different demands and expectations, and help students to pursue self-actualisation, so that they can find their place in society. In addition, advances in science and technology have prompted changes in educational content and method. This has helped schools, teachers, and students to embrace a paradigm shift in learning and teaching.
In contrast, millions of children in less developed societies still remain deprived of basic educational opportunities.
Possible questions for enquiry
The theme can be explored through the following questions, which connect it to the Areas of Study:
● What do young people feel about their educational journey?
● Does education necessarily make someone a cultured person?
● Is there a connection between general education and the spread of gender equality in society?
● Has the ―human right‖ to education been compromised by factors such as race, gender, religion, and social status?
● Should the school system deliver only mainstream values?
● Why has ―learning to learn‖ become a dominant trend in curriculum reform worldwide?
● How are educational policies made in Hong Kong?
● How effective is Hong Kong in implementing educational reform? What are the obstacles? What possible solutions are there?
● What impact has the development of ICT on education?
● What contribution has education made to environmental conservation and
Religion
Since time immemorial, human beings have been exploring spiritual life through different forms and pursuing the goal and meaning of life in different ways. For many individuals, religion inspires reflection on questions such as the meaning of life and the origin of the universe, and gives them strength and spiritual support. It also shapes an individual‘s view of self, of others and of the world. Religion is inseparable from culture and art, and exerts a profound influence on them. In Hong Kong, religious groups play a very active part in society. In today‘s world, the role and influence of religion in society differs greatly across and within cultures. In some cases, for cultural and political reasons, religion can be a cause of conflict and hatred. As science and technology continue to progress, religions may be reinterpreted, and be disseminated in a variety of ways. The human pursuit of a spiritual and inner world remains a force in society.
Possible questions for enquiry
The theme can be explored through the following questions, which connect it to the Areas of Study:
● Is believing in religion a sign of weakness? How does religion provide individuals with purpose and moral strength?
● How does religion provide meaning and answers to the issues of fate, human suffering and natural disasters?
● Do religious activities such as prayer, meditation, pilgrimage and confession elevate one‘s spirit?
● What is the role of religion in cultural development and social welfare provision in Hong Kong?
● In what ways do Chinese people express their religious sentiments through art, architecture and literature?
● Why does religion at times become an obstacle to human development, even a cause of war and hatred?
● What is the role of religion in the political arena in the modern world?
● Is faith compatible with science? What is the difference between religious faiths and superstitions?
● Does science and technology assist or impede the spread of religion?
Sports
Sport is a vital element in healthy living, and is closely related to social, emotional, physical and mental development. The place of sport in a society is determined by, for example, its history, the economy, attitudes to gender, and the mass media. A healthy and positive lifestyle is the goal of every individual, and should be highly valued in society. The realisation of this goal depends not just on personal effort – governments should also support and promote it. In many societies, sport is linked closely with commerce and politics, and with outbreaks of violence, gambling and other problems, which have an adverse affect on the community in various ways. The development of science and technology enables athletes to keep setting new records, but it also creates new issues concerning health and ethics.
Possible questions for enquiry
The theme can be explored through the following questions, which connect it to the Areas of Study:
● How does participation in sport relate to one‘s self image and self-confidence?
● How important is physical activity to personal health?
● Are there any links between sporting behaviour and the performance of athletes?
● In what ways has the development and promotion of physical activities reinforced or challenged traditional gender roles?
● What strategies should Hong Kong adopt to promote life-long participation in physical activities?
● What is the connection between sports performance and a country‘s economic, social and political development?
● How do commercial interests control the development of sports?
● How can violence, fraud and gambling be tackled in the world of sport?
● What role do sports tournaments play in the international arena?
● In a modern city, how can suitable venues and facilities be provided to encourage participation in sport?
● How does science and technology enhance sports performance?
● What problems are raised by the taking of drugs in order to enhance personal
Art
Through art appreciation and creation, individuals enrich their lives and widen their outlook.
But it takes much more than enthusiasm and talent for a young person to take up a career in art. Hong Kong is a society of diverse cultures, where Chinese and foreign elements interact, and there is a rich local heritage. The commercial orientation of the city has made it difficult for traditional art to flourish. However, new creative skills and communication technologies have opened up possibilities for creative art development and promotion. There has been considerable controversy about the place of artistic creation in Hong Kong; and there is concern about whether the development of art and culture is lagging behind Hong Kong‘s achievements in business the economy and technology.
Possible questions for enquiry
The theme can be explored through the following questions, which connect it to the Areas of Study:
● How does art develop individual potential and inculcate values?
● How should young people who are dedicated to art creation or performance plan for their life and career?
● Is gender a relevant factor to an individual in terms of artistic development and sensitivity?
● How do people conserve cultural heritage and promote cultural exchange through art creation?
● How do we assess the importance and value of art to Hong Kong society?
● Is there a place for art creation and development in Hong Kong society?
● What are the similarities and differences in terms of the development of art and culture in Hong Kong and on the mainland?
● Does high technology impede traditional art development?
● What impact does communication technology have on the development of art?
● What connections can be drawn between aesthetics and environmental conservation?
Information and Communication Technology (ICT)
The rapid development and popularisation of ICT has brought major changes to our lives, work, learning and leisure. Technology influences the way people communicate and relate to each other. The extensive application of ICT in industry, commerce, education and medicine has accelerated the development of society and its connections with other places, which has promoted economic development. ICT has brought considerable advantages to individuals and society, but it has also produced problems, such as computer crime, threats to human rights and privacy, issues related to intellectual property; and the digital divide between those with and without access to it.
Society needs to be aware of the factors which influence ICT development, and the impact of ICT development on the management of resources and environmental conservation.
Possible questions for enquiry
The theme can be explored along the following questions, which connect it to the Areas of Study:
● What factors affect the development of ICT?
● How does the popularity of ICT influence communication and human relationships?
● In what ways does ICT influence people‘s daily lives?
● What threats does the popularisation of ICT impose on personal rights such as those of privacy and intellectual property?
● How can individuals, the government, NGOs, commercial and international organisations help Hong Kong solve the problem of the ―digital divide‖?
● How does the wide application of ICT in education in Hong Kong affect the development of science and technology?
● What opportunities and challenges does ICT bring to the global economy?
● Does the development of ICT promote the development of democracy or governmental control?
● What effect does ICT have on resource management and environmental conservation?
Appendix 2
A Sample Design for Teaching a Topic in Integrated Humanities
The following is a teaching plan designed by a teacher of Sha Tin Methodist College on a topic in Integrated Humanities (IH) (S4–5).
個人成長：我要成為一個怎樣的人?
課題：培養自覺
教學內容 教學材料 學習技能 價值態度 課堂活動 課後活動
1. 自 己 對 自 己 的看法
舊報章／雜誌 工具：剪刀、膠水 和畫簿
搜集資 料的
方法—自我
發現法
個人獨特性 從 舊 報 章 ／
雜 誌 上 剪 取 代 表 自 己 的 圖畫和文字
將 剪 取 的 圖 畫 和 文 字 貼 在畫簿內
2. 同 學 對 自 己 的看法
a. 優點紙 分類法 欣賞別人 優點大轟炸 將 優 點 紙 分
類，然後貼在 畫簿內
b. 「祖氏窗口」的 四種型態表格
觀察力 和推 想力
自信和互信 「祖氏窗口」
小組活動
將 已 填 妥 的 祖 氏 窗 口 貼 在畫簿內 3. 朋 友 對 自 己
的看法
訪問技巧節錄 訪問技巧 自我欣賞 教 師 扼 述 訪
問 時 需 要 注 意的事項
將 訪 問 紀 錄 貼在畫簿內
4. 家 人 對 自 己 的看法
「家人眼中的我」
工作紙
搜集資料的 簡明方法
建立自尊 分 享 家 人 對
自 己 的 讚 賞 和鼓勵
將 工 作 紙 貼 在畫簿內
5. 社 會 人 士 對 青少 年 的看 法
各 種剪 報 或 錄影 資料
從各種 媒體 搜集資 料的 方法
自我反思 報 告 社 會 人
士 對 青 少 年 的正、負面看 法
將 各 種 剪 報 貼在畫簿內
6. 我是誰？ 從 各種 途 徑 搜集
得來的資料
歸納和 分析 技巧
自我反省 展 示 優 秀 製
成品
細 閱 上 述 各 種資料，然後 歸 納 和 分 析 之
7. 個 人 對 未 來 的期望
心形紙 輕重取捨 人生有夢 「 我 有 一 個
夢」宣言
時間囊
Appendix 3
Preparing for and Facilitating Student Group Learning
Students in United Christian College have many chances to conduct group discussion when they are at junior secondary level. Teachers employ different strategies to help students acquire the skills needed for successful group discussion and ensure the smooth running of group learning activities in class. This kind of learning experience in the junior forms is very good preparation for students to participate effectively in Senior Secondary Liberal Studies lessons, where they will have many opportunities to engage in group discussion.
The following strategies for organising group discussion and facilitating student participation in it are shared by a teacher of Integrated Humanities (IH) (S1-3) in that school.