Here and Now

「 優化高中四個核心科目」之我見(下篇)

Our Views on “Optimising the Four Senior Secondary Core Subjects” (Part 2)   「優化高中四個核心科目」之我見(下篇)

Michael Wong Wai Yu, Honorary Executive Secretary, HKAHSS

16 March 2021

Part 1 on the same topic was released on 11 March 2021 and it can be accessed at:

Here 

The Revision of the Core Subjects

Liberal Studies (Renamed Subject in lieu of Liberal Studies)

In the recently proposed optimization of the core subjects, “Renamed Subject in lieu of Liberal Studies” (Renamed Subject) has the most changes when compared with the others. The proposed “optimized” changes in terms of curriculum content, the way learning and teaching is conducted and assessment are so significant that it is virtually a new subject. Yet, schools are requested to implement these changes in Secondary 4 in September 2021.

  1. Are the proposed arrangements in curriculum and assessment of the Renamed Subject in line with the curriculum rationale and aims?

    The EDB circular memorandum stated the curriculum of the Renamed Subject adheres to the rationale of the existing one. It includes “helping senior secondary students understand the situations of Hong Kong, the nation and the contemporary world”, “through the learning process, students can connect the knowledge learnt in various subjects at the junior and senior secondary levels, broaden their knowledge base”, enables them to “become informed and responsible citizens of society, the nation and the world”, “deepen understanding and sense of identity of individuals with Chinese nationality and as Chinese citizens, and at the same time appreciate, respect and embrace diversity in cultures and views”, and “become critical, rational, reflective and independent thinkers.” (Note 2)

    Even though the curriculum rationale listed in the document does not seem to be very different from the original Liberal Studies, the actual curriculum content is heavily adjusted as shown in the relevant document and briefing sessions. The teaching time was heavily slashed; 30% of the assessment would be based on multiple choice and short questions and teaching and learning of the subject would no longer focus on probing questions and discussions. It is worth reflecting on whether the Renamed Subject can really adhere to the rationale of the existing curriculum.

  2. Can the Renamed Subject fulfil the aims set in the education reform in 2000?

    Cutting the syllabus, changing the assessment format and cancelling the Independent Enquiry Study (IES) might help save students’ time and efforts. However, would the curriculum aims really not be affected?

    IES, which takes up 1/3 learning time (90 hours) in Liberal Studies, is the main feature in its curriculum design. It was hoped that IES would contribute to the curriculum aims by “providing an opportunity for students to learn to become self-directed learners”, “helping students develop higher-order thinking skills and communication skills”, and enabling students to “become motivated and responsible learners” (Note 3). Once IES is taken away, the learning aims of these 90 hours would be void.

    Can the learning aims of IES be replaced by the mainland study (10 hours) suggested in the consultation document? Why should the study trips be limited to mainland only? How would it really work when all secondary schools in Hong Kong implement the programme for their senior students in the same period?

    Liberal Studies played a very important role in the overall aims when the education reform was first implemented in the 21st century. If the aims of the education reforms are still valid now, how would the Renamed Subject continue to achieve them?

  1. Are there any academic research data that indicates the “problems” of Liberal Studies?

    EDB has publicly commented that “The current Liberal Studies curriculum is open and flexible and can easily be misinterpreted by a minority of people, resulting in deviations in its implementation. Criticisms of it include: too much emphasis on discussion of current affairs; students’ lack of systematic knowledge; … such discussions being polarised and too focused on political issues; … a readiness to criticise and object indiscriminately at the expense of the principle of adopting facts as the basis of careful thinking and judgement. After the curriculum has been implemented for more than a decade, the problems about its content, teaching strategies and even assessment are getting worse. There is an urgent need to reform the subject.” (Note 4) Such claims were made by EDB without the backup of rigorous academic research.  Are such accusations fair to all teachers of Liberal Studies or colleagues who work on assessments? Can such criticisms reflect “professional leadership”? Or is it a sign of shedding responsibilities?

    EDB has been monitoring the development of Liberal Studies through “friendly visits”, “Focus Inspection”, and “External School Review” in the past years.  In the relevant reports and documents, there have not been any strong criticisms against the curriculum design of Liberal Studies or the implementation of learning and teaching. On the contrary, exemplars of good practices have been promoted frequently. HKAHSS feels deeply anxious at the unfounded accusations and thinks it is unfair to all Liberal Studies teachers in Hong Kong.

  2. Is the implementation too hasty?

    In the Renamed Subject, one of the LS original modules, “Personal Development and Interpersonal Relationships” is deleted.  The other three modules including “Globalization”, “Public Health” and “Energy Technology and the Environment” have been redesigned. “Technology Development and Information Literacy” compressed into a new module called “Interconnectedness and Interdependence of the Contemporary World”. The original module of “Hong Kong Today” is changed to “Hong Kong under ‘One Country, Two Systems’”, “Modern China” becomes “Our Country since Reform and Opening-up”. Curriculum-wise, one can hardly say the changes are minor.

    Our association is very worried that such major and hasty changes would lead to several problems, including adaptations in changes to learning and teaching, lack of teaching resources, and the difficulty in the interface to equivalent courses of overseas secondary education. Even though teachers’ training can be conducted concurrently with the implementation of the new curriculum, one should still pay attention to the re-training of teachers and their adjustment or else the overall learning quality of the Renamed Subject in lieu of Liberal Studies would be affected.

    For our views on the proposed changes in Liberal Studies, please refer to the column on “Here and Now – Food for Thought on Education” published on HKAHSS’s webpage I [The Chief Executive’s 2020 Policy Address: Soliloquy and Thoughts Aloud (Part 1)].

Conclusion

  1. The curriculum of the four core subjects is the “core” of the entire senior secondary school education with far-reaching impacts on students. We cannot understand why such major changes are to be implemented hastily in the coming September without thorough consultation.
  1. Is there enough time for all schools in Hong Kong to plan holistically in order to create space for students and cater for learner diversity? How can 250 hours be released (notional) from the learning time of four cores as the curriculum and assessment of Mathematics remains unchanged and there will not be much change in English Language?
  1. If the senior secondary school curriculum is to create space for students and cater for learner diversity, there must be better planning and enough time for all stakeholders to communicate before soliciting their full support. A step-by-step approach to reform is the hard and fast rule for the curriculum reform to be implemented smoothly to benefit students.
  2. Issues such as manpower allocation, revision in subject combination and selection of textbooks are much easier said than done, especially when schools have to adhere to various guidelines stipulated by the EDB.
  1. Changes in the four core subjects affect the arrangement of the following: learning time arrangement, combination of elective subjects, allocation of teaching duties and the curriculum plan of junior secondary education. These changes surely affect the subject choices of Secondary 3 students and their parents. Schools need to let them understand the arrangements of Secondary 4 electives as different choices might affect students’ future academic and career plans. Currently schools are still not clear about the final changes or the university admission criteria. How can we help students make the appropriate choices with the right information promptly? As the choice of their elective subjects might affect students’ life planning, how can we be accountable to our students and parents? EDB should deliberate on these questions carefully.

Note:

2.

EDUCATION BUREAU CIRCULAR MEMORANDUM NO. 20/2021: Optimising the Four Senior Secondary Core Subjects to Create Space for Students and Cater for Learner Diversity: School Questionnaire Survey and School Briefing Sessions

https://applications.edb.gov.hk/circular/upload/EDBCM/EDBCM21020E.pdf

3.

Liberal Studies Curriculum and Assessment Guide (Secondary 4-6) (Updated in 2015

https://334.edb.hkedcity.net/new/doc/eng/curriculum2015/LS_CAGuide_e_2015.pdf

4.

EDB: Reform of Liberal Studies (Part 1)

https://www.edb.gov.hk/en/about-edb/press/cleartheair/20210209.html

此文承接2021311日發表的「優化高中四個核心科目」之我見(上篇)

核心科目修訂內容
通識科(重新冠名科目)

重新冠名科目是四個核心科目中改動最大的學科,經改動後的「通識」,從課程內容、學與教方式和評核方法而言,所謂「優化」建議,實質與設立一個新科目無異,並在短時間內要求學校於2021年9月在中四實施。

  1. 「重新冠名科目」的建議課程及考評安排,能否實現其課程理念與宗旨?

    教育局通函指出,「重新冠名科目」貫徹現行通識科的課程理念,當中包括「幫助高中學生了解香港、國家及現今世界的狀況」,「聯繫初中已學和高中各科的知識,擴闊知識基礎」,讓學生能「多角度理解」,「成為有識見、負責任的公民」,「認同國民身份,並具備世界視野」,「尊重多元文化和觀點」,以及具備「慎思明辨、理性思考、反思和獨立思考」的特質。(註2)

    或許文件所列的課程理念與原來通識科差異不大,但修訂文件及課程簡介會中顯示,「重新冠名科目」課程內容大量調整,教學時數大幅刪減,考評加設30%選擇題及短答題,且教學並不著重探究討論。匆忙實施的「重新冠名科目」能否實現有關的課程理念?值得深思。

  1. 「重新冠名科目」能否肩負2000年教育改革所訂的目標?

    課程及考評的刪減,以及取消獨立專題探究(IES),或許能減省學生的學習時間與心力,但課程目標會否不受影響?

    設立佔通識課時三分一(90小時)的IES是當日通識設計的一大特色,期望透過IES 「提供機會讓學生學習成為自主的學習者,並為自己的學習負責」,「幫助學生發展高階思考能力和溝通能力」,讓學生「成為一個具學習動機和負責任的學習者」(註3),IES一旦刪除,這90小時的學習目標就此落空。

    諮詢文件提出的內地考察(10小時),未知是否便能取代IES的學習目標?考察地點又為何局限於內地?全港學校高中一併推行,實際操作如何?

    二十一世紀香港教育推行改革時,有其整體目標,通識科在當中肩負著重要的責任。若教育改革的目標今天仍然生效,「重新冠名科目」如何承接?

  1. 有何學術研究數據顯示原來通識科的「問題」?

    在處理通識科和引入重新冠名科目事宜上,教育局在未有嚴謹的學術研究支持下,公開評論「現行通識教育科課程開放富彈性,容易被少數人士自行解讀演繹,推行出現異化,為人詬病之處包括:過多時事討論,學生缺乏系統知識,……討論呈現二元對立,並過份聚焦於政治議題;……凡事傾向批判或反對的態度,忽視了建基事實而審慎思考判斷的原則。課程推行逾十年,上述課程內容、教學策略,以至評估考核的問題,都有惡化的趨勢,改革有迫切需要」(註4) ,有關指責對全港任教通識科和擔任考評工作的同工是否公平?其批評能否體現「專業領航」?是否有卸責之嫌?

    過往多年,教育局一直透過「友善探訪」、「重點視學」、「校外評核」等監察通識科的發展。在過去的教育局文件中,亦從未有對通識科課程設計或學與教的進行,作出強烈的非議,相反卻不時推廣良好的教學示例。突如其來而又沒有根據的指責,對全港通識教師有欠公道,本會對此深感不安。

  1. 推行是否過急?

    「重新命名科目」刪去了原有通識的六個單元之一「個人成長與人際關係」;將另外三個單元「全球化」、「公共衛生」及「能源科技與環境」重新規劃,再加上「科技發展與資訊素養」壓縮成「互聯相依的當代世界」;原來的「今日香港」改為「一國兩制下的香港」,「現代中國」則變為「改革開放以來的國家」。若論課程內容,不能說是小修小補。

    本會十分擔心如此重大但又倉卒的改動,會讓學與教範式改變難以適應、教學資源配套未能到位、科目學術水平難與海外中學教育的同等課程掛鈎。至於教師適應和再培訓等問題,或許不是至關重要,又或可以邊推行邊培訓,但仍是需要關注,免得影響「重新冠名科目」的整體學習質素。

有關香港中學校長會對通識科修訂的意見,可參考香港中學校長會網頁專欄「我思我在– 教育分享園地:2020年施政報告– 喃喃自語?自問自答?上篇」

總結
  1. 四個核心科目課程,是整個高中課程的學習「核心」,對學生影響至深至鉅,如此重要的改動,未經充分諮詢便急於在今年九月實施,我們難以理解為何要推行得如此急驟。
  1. 全港學校是否有充足時間作全面規劃,為學生創造空間和照顧學生多樣性?在四個核心科目中,數學科課程及考評不變,英文科改動不多,優化高中四個核心科目後,學校如何可釋放約250小時(概念上)?
  1. 如要通過高中課程修訂為學生創造空間和照顧學生多樣性,必須有更完善的規劃,有時間和各持分者溝通,才能獲得充分支持。要讓課程改革順利推展,學生學習受益,按部就班的改革步伐,看來便是改革成功的不二法門。
  1. 至於教師人手安排、學校科目重新組合、教科書選擇,說來簡單,但事事有規有矩,須依從教育局的規限,不能說了便是。
  1. 四科核心科目的改動,影響著課時的安排、選修科目的編排、學校老師的教學調配,以及初中課程規劃,更影響現時就讀中三的學生和家長的選擇。按學校正常程序,學校須讓中三學生和家長及早瞭解中四選修科目的安排,以及不同選擇對學生未來升學與就業的影響。現時學校連最終的修訂也未清楚、大學收生資料亦欠奉的情況下,如何讓同學及早知悉、及時作出恰當的選擇?須知高中選科或會影響學生的整個生涯規劃,如何向學生及家長的選擇負責?教育當局宜慎思。

註:

2.

教育局通函第 20/2021 號:優化高中四個核心科目——為學生創造空間和照顧學 生多樣性:學校問卷調查及學校簡介會。

https://applications.edb.gov.hk/circular/upload/EDBCM/EDBCM21020C.pdf

3.

課程發展議會與香港考試及評核局聯合編訂:《通識教育科課程及評估指引(中四至中六)》,2007(20141月更新)

https://334.edb.hkedcity.net/doc/chi/curriculum/LS%20C&A%20Guide_updated_c.pdf

4.

教育局:《通識教育科改革正面睇 (上篇) 》,2021年。

https://www.edb.gov.hk/tc/about-edb/press/cleartheair/20210209.html

香港中學校長會榮譽總幹事黃謂儒

2021年3月16日