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1 The Rise of Contemporary China (English Version Only) 1. Course structure and objective 2. Level 1 (Foundation Learning) i. Types of questions ii. Course.

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Presentation on theme: "1 The Rise of Contemporary China (English Version Only) 1. Course structure and objective 2. Level 1 (Foundation Learning) i. Types of questions ii. Course."— Presentation transcript:

1 1 The Rise of Contemporary China (English Version Only) 1. Course structure and objective 2. Level 1 (Foundation Learning) i. Types of questions ii. Course structures and contents iii. Samples 3. Level 2 (Case Studies Learning / Independent Research) i. Rationale of design ii. Characteristics 4. Level 3 (Project Learning) 5. How to identify the “right” students to participant 6. Nomination and follow up work of teachers Education Bureau Web- based Learning Course in Humanities

2 The Rise of Contemporary China Course Objective To broaden students’ horizon as well as develop their skills in higher order thinking, independent research and self learning through the structured web-based study with different levels of challenges at different phases that match the abilities and diverse learning styles of the gifted. To enhance students’ social and cultural understanding of the Rise of Contemporary China (from 1978 onwards) and her relation to Hong Kong and to the World. To foster and develop students’ high potential in the area of Humanities. To enhance students’ interest and effectiveness of learning through making the best use of information technology. Education Bureau Web- based Learning Course in Humanities

3 3 Course Structure Learning Time The Rise of Contemporary China Course Designer: Department of Public & Social Administration, the City University of Hong Kong Finish in 6 months (about 56 hours in total) Level 1: Foundation Learning 3 Domains (15 Units) 1. Prepare and draft the outline in 7 weeks (10 hours in total) 2. Finish two assignments, including the “Report” in 6 weeks (30 hours in total, Course Tutors provide on-line guidance) Level 2: Case Studies Learning/ Independent Research Finish in 3 months after the completion of Level 2. Recommended total hours for preparing and staging the Activity are 15-30 hours. Level 3: Project Learning- Demonstrating Learning Experiences through an Activity

4 4 Discussion Forum for open-ended Qs. Level 1: Three Domains Totally 15 Units

5 5 The Rise of Contemporary China ( 15 Units) Domain 1: The Rise of Contemporary China 1.1 An Overview Domain 2: Economic Reform Since 1978 2.1 The Meaning of Socialist Market Economy 2.2 Transformation of the Rural Economy 2.3 Transformation of the Urban Economy 2.4 The Regional Development Strategy : from Special Economic Zones to Western Region of China 2.5 China Makes, the World Takes Domain 3: Political Transformation Since 1978 3.1 From Four Modernisations to Harmonious Society 3.2 The Deng, Jiang, and Hu-Wen Administrations 3.3 Decentralisation and Localism 3.4 One Country, Two Systems Domain 4: Social and Cultural Changes Since 1978 4.1 The Family Planning Policy and its Social Impact 4.2 From Household Registration to Rural-Urban Migration 4.3 Legal Culture and Development 4.4 Education: More or Less Affordable Now? 4.5 The Spread and Threat of Consumerism

6 6 Level 1: Foundation Learning Questions Rationale of Design To nurture and develop students’ ability like comprehension, analysis, synthesis and evaluation (students’ higher order thinking skills & creativity will be further developed in Level 2 & 3 Learning). Most questions contain standard answers, however, the design emphasis is placed on fostering and enhancing critical thinking ability like analysing essential elements, identifying relationship and finding connections. Types of Questions Content analysis: content of the events Function analysis: roles and functions of the events Relationship analysis: relationship among key factors Process analysis: causal relation, development process Tendency analysis: explain and predict tendency Comparison analysis: compare differences, similarities & impacts

7 7 Diversified Question Types Multiple-choice Challenges MatchingMind mapping Chart-filling open-ended questions “Learning Journal” is provided to encourage students’ extended learning & to enhance self-learning ability

8 8 Level 1: Foundation Learning Course structure and contents Enquire and analyse questions through reading Students decide the breath & depth of enquiry e.g. students own choice on the quantity of extended reading materials and the browsing of relevant hyperlinks Good use of multi-media learning resources (e.g. news reports, documentaries etc.)

9 9 The Rise of Contemporary China (English Version) Level 1: Foundation Learning 1.Samples on “Question Types” 2. Illustrations on how to enhance students’ higher order thinking skills.

10 10 Multi-media Learning Hyperlink RTHK: Hong Kong Connection “Cheap Labour” Skills: To analyze & judge After viewing the programme on the difficulties faced by migrant workers, students analyze and judge the validity of the statements. Q: Improving the working condition means increasing production cost & reducing the competitiveness of China’s products in the global market. Unit Topic: Economic Reforms since 1978 – China Makes, the World Takes

11 11 This website has been specially developed for the course.

12 12 Relevant programmes (with authentic cases/ people concerned) have been carefully chosen for enhancing students’ understanding of issues of contemporary China.

13 13 Unit Topic: Political Transformation since 1978 - From Four Modernisations to Harmonious Society Skills: To analyze and differentiate the relationship of different factors in building a harmonious society. Q7. Which one of the following charts describes the relationship between economic growth and social development in a harmonious society? A. B. C. D.

14 14 Skills: To summarize & Interpret the findings from different materials (including charts and figures). Then formulate the historical development and current trend of China’s overseas direct investment Q: Which statements correctly describe China’s overseas direct investment? a. Hong Kong attracts the largest amount of China’s overseas direct investment. b. China’s overseas direct investment has started to grow continuously since 2003. China only invests in poor countries. c. In 2007 Asian countries and regions absorbed more than half of China’s overseas direct investment. d. In 2007 the United States was one of the top ten destinations for China’s overseas direct investment. Unit Topic: Economic Reforms since 1978 – China Makes, the World Takes

15 15 Graphic illustration The “Cat” Theory of Deng Skills: To understand the debate on Socialism & market economy & synthesize its significances to the reform. Q: What do the “black cat”, “white cat” symbolise? Unit Topic: Economic Reforms since 1978 – The Meaning of Socialist Market Economy

16 16 Challenge: Skills: to examine the causes/ reasons for the failure of the People’s commune

17 17 Hyperlink to first-hand resources (propaganda posters) Skills: Evaluate & distinguish how the different ideological emphases impacted on the different focus expressed in the propaganda posters from 1970s to 1980s. Unit Topic: Social & Cultural Changes since 1978 – The Family Planning Policy and its Social Impact

18 18 Extended Reading Hyperlink Skills: To analyze reasons behind China’s “birth control” campaign, to evaluate its social impacts & to suggest ways to help soften the conflict between “birth control” policy and the interests of different groups of people.

19 19 Matching description with graphic illustrations. Q: To deduct the negative consequences of the Planned Economy. Unit Topic: Transformation of Rural Economy

20 20 My Learning Journal Skills: After viewing the current documentary video and extended reading, compare and contrast the causes and impacts of low birth rate in 3 cities (Beijing, Shanghai & Hong Kong) to give personal opinion.

21 21 Other features to enhance effective and interesting learning

22 22 Mouse - over To enhance understanding of important concepts and terms

23 23 Preface To highlight the learning focus

24 24 Level 2 Case studies Learning/Independent Research Rationale of Design To enable gifted students to conduct an independent research according to their own learning interest and study focus on economic, political or social cases in contemporary China. To guide students to research using systematic and academic methods in collecting and analysing data and to write up a quality research report. To further enhance students’ higher order thinking, independent research and self-learning ability.

25 25 Level 2 Case studies Learning/Independent Research Characteristics Screening: Only those participants with good performance in Level 1 could be promoted to Level 2 (students who meet requirements, show potentials & are willing to face challenges). Research & Report-writing Guidelines: systematic & high academic quality resources & guidelines are provided. On-line Guidance: course tutors/professors from universities provide individual guidance to students. Standard for studies: exceed junior secondary level, similar to a term thesis or research report by university students.

26 26 Level 3 Project Learning- Demonstrating Learning Experiences through an Activity Rationale of Design To enable gifted students to integrate, to apply knowledge, skills and opinion acquired and to demonstrate their learning experiences in Level 1 & 2 and then produce a unique product: conducting an Activity related to the Rise of Contemporary China. Is an important and advanced learning stage since it challenges students’ creativity. Communication skills, higher-order thinking skills, collaboration and research ability could be further developed. Students will serve as the “ambassador/ambassadress” and will gain experiences in conducting the Activity. Through the implementation of the Activity, schoolmates or other audiences/participants will be given diversified learning opportunities and a platform for sharing the interest and love of learning Humanities and “The Rise of Contemporary China” would be created. (All participants who have finished Level 2 learning are directly promoted to Level 3, no additional screening is required.)

27 27 Level 3 Project Learning- Demonstrating Learning Experiences through an Activity Students may choose to work individually or in group Recommended total hours for preparing and staging the Activity are 15-30 hours. Students need to submit an “Activity Report”.

28 28 Level 3 Project Learning- Demonstrating Learning Experiences through an Activity Activity examples Design and hold cross-curriculum/ extra curricular/ Special Exhibition on a topic of Contemporary China Organise a Knowledge Quiz on contemporary China for fellow schoolmates Organise a Fair for students of other schools (e.g. primary students) Design and hold a programme for the campus radio or campus T.V.

29 29 How to identify the “right” students to enroll in the Course ? Students’ Characteristics Learning interest & motivation Enquiring & self-Learning ability Ability on reading & collecting data Checklist: Behavioural Characteristics of Students with high potential in Humanities (Please download from our website)

30 30 Suggested Multiple Methods & Channels for Nomination Nomination Class observation HK/ International relevant awards Students’ assignments Students’ products Recommendation by Teacher Parents’ recommendation, followed by teacher’s Self recommendation, followed by teacher’s Checklist: Behavioural Characteristics of Students with high potential in Humanities

31 31 Reminder to Coordinating teacher on Nomination Teachers/schools are reminded not to undermine those students who have high interest and potential in Humanities but may not have performed well academically. Researches showed that learning problems of underachievers could be reversed by a challenging enrichment programme. Teachers are advised to let students fully understand the contents and requirements of all three Levels and ensure that students are committed to complete the course before nomination. Each nominated student could only take ONE of the EDB Web-based Learning Courses in the same school year.

32 32 Nomination & Follow-up Schools should appoint: One Coordinating teacher to coordinate the nomination of all students Supervising Teacher A Supervise the learning progress of Student D on need basis Supervising Teacher C Supervise the learning progress of Student F on need basis Supervising Teacher B Supervise the learning progress of Student E on need basis Supervising Teacher D..

33 33 Follow up work (Only for Level 3) Supervising Teacher Check and approve E3A Form (Project Proposal) 1.Check if students have finished staging the Activity 2. Write comments on E3B Form: Part 3 3.Verify the above by signing on E3B Form Coordinate the implementation of the Activity or provide guidance to students on need basis


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