| — 根據新高中課程，「其他學習經歷」是三個組成部分之一，與核心及選修科目(包括應用學習課程)相輔相成，讓學生達至全人發展。在基礎教育(小一至中三)的五種基要學習經歷所建立的基礎上，學校會為學生提供多種不同的「其他學習經歷」機會，鼓勵他們參與五個範疇的「其他學習經歷」，包括德育及公民教育、社會服務、與工作有關的經驗、藝術發展和體育發展。 最新修訂建議 隨著在2012年首個三年新高中課程的教學循環及首屆香港中學文憑考試順利完成後，教育局、課程發展議會及香港考試及評核局攜手合作，共同展開新學制檢討，旨在檢視政策的推行成果、找出優勝之處、成功例子及面前的挑戰，為未來優化課程及評估政策提出切實有效的建議。我們因應檢討結果，就著課程、評估及銜接升學及就業出路等主要議題，已於2013年4月公佈新高中課程及評估的最新修訂建議。有關詳情，可瀏覽《新學制檢討專頁》(http://www.edb.gov.hk/nas/review)。 為符合課程的學習目標，為學生提供寬廣而多元的課程以促進學生全人發展，並尊重大部分學校的選擇及校本發展需要，新修訂建議「其他學習經歷」的分配課時為總課時的10至15%，讓學生在五個範疇（體育發展、藝術發展、德育及公民教育、社會服務、與工作有關的經驗）中，繼續獲得均衡發展。
在新修訂下，我們鼓勵學校靈活規畫三年高中的「其他學習經歷」（包括上課時間表以內及以外的學習時間），專業自主，彈性處理。同時，「其他學習經歷」應一如以往，重質不重量及強調反思，深化及鞏固學生所學，培養終身學習的能力，促進學生全人發展。在推行「其他學習經歷」時，學校不應只為滿足課時指引的要求，而應全面考慮及規畫有關學習經歷的學習目的及所期望的學習成果。
|
*建議最新修訂的「其他學習經歷」課時分配，請參考「時間安排例子」 。
| — 建基於現有的優勢和基礎上，學校應仔細參考各種「其他學習經歷」的建議推行模式。例如現時大部分學校均為藝術發展及體育發展提供固定課節，則此二者在新高中課程亦可透過有系統的課堂學習推行。至於德育及公民教育，一般可利用班主任課、集會、特別安排的時段及其他課堂以外的項目推行，以建立正面的價值觀。一些創新意念如生活技能教育、品格教育、倫理與宗教教育可以是德育及公民教育的組成部分。如有需要，與工作有關的經驗及社會服務可安排於課後、考試結束後、周末或學校假期舉行。
—
建基於現有的優勢或實踐：我們鼓勵學校透過檢視及把「其他學習經歷」建基於現有的優勢或實踐上，並找出「不足」和「過多」的部分，以作出有需要的調整，重質而不重量，避免重新設計所有項目或「為了改變而改變」。
|
|
目標和預期成果 在推行「其他學習經歷」時，教師應關注下列目標及預期成果：
|
|
七項主導原則 學校可根據下圖所示的七項主導原則推行全方位學習計劃。 全方位學習的主導原則圖
原則一：建基在現有的實踐或優勢上 從行之有效的實踐經驗開始，因應現有的資源（例如專業知識、時間、與機構的連繫）來制定新的計劃。學校可詳細檢視現有活動，識別可作為全方位學習的項目。學校亦可重新調整策劃方式，例如透過協商制定連貫的全方位學習年度計劃，而非舉辦個別的全方位學習活動。 原則二：學生為本 讓學生積極參與規劃及組織全方位學習活動，聆聽他們的意見及提升他們的擁有感。著重學生的親身經歷，以及他們如何內化和建構這些經歷的意義，從而改變個人價值觀和態度。 原則三：機會均等 推行各種全方位學習活動，以照顧學生的不同需要，包括有特殊教育需要的學生的需要。全方位學習並不是對優秀學生的獎勵，而是為所有學生提供機會，讓他們以不同方式發揮潛能，不受其性別、社會經濟背景、學業成績等因素影響。 原則四：力求連貫 確保全方位學習並非由互不相關的活動組成，而是學校整體課程規劃不可或缺的一部分。制定適當的推行策略，與社區團體建立夥伴關係或交流網絡，以及運用持續評估達至全方位學習的持續發展，發揮最高學習成效。 原則五：注重質素 確保學生從全方位學習所得的經驗能達至預期的學習目標，並引導學生就全方位學習過程中的經歷作出反思，給予優質和及時的回饋。 原則六：彈性處理 為學生提供一系列策略（例如團隊協作、模擬或角色扮演），以提升體驗式學習的質素。運用綜合方式來設計涵蓋五種基要學習經歷的全方位學習計劃。 原則七：共同學習 擔當學習促進者的角色，或以學習者的身份和學生一同學習，而非活動導師或活動提供者，讓學生提升學習能力，促進自主學習，以及建立更密切的師生關係。
(詳細內容，請參閱《中學教育課程指引》(2017)，分冊7︰全方位學習及體驗式學習。)
|
| — Under the NSS Curriculum, OLE is one of the three components that complement the core and elective subjects (including Applied Learning courses) for the whole-person development of students. Building on the foundation of the five Essential Learning Experiences in the Basic Education (Primary 1 - Secondary 3), schools will offer students a range of OLE opportunities encouraging them to participate in the five areas of OLE, namely Moral and Civic Education, Community Service, Career-related Experiences, Aesthetic Development and Physical Development. New Recommendations for Fine-Tuning OLE Further to the implementation of the first 3-year cohort of the New Senior Secondary (NSS) Curriculum and the completion of the first Hong Kong Diploma of Secondary Education (HKDSE) Examination in 2012, the Education Bureau, the Curriculum Development Council (CDC), and the Hong Kong Examinations and Assessment Authority (HKEAA) have jointly conducted the New Academic Structure (NAS) review. The broad objective of the review is to assess the implementation and policy outcomes of the NAS and identify the strengths, good practices as well as the challenges ahead with a view to making effective recommendations for the continual improvement of the NSS curriculum and assessment in future. Based on the result of the review and with reference to the main issues on the curriculum, assessment and articulation pathways for further studies and work, the new recommendations for fine-tuning the NSS curriculum and assessment were delivered in April 2013. For details, please refer to the webpage of the NAS Review (http://www.edb.gov.hk/nas/review/en). In order to achieve the learning objectives of OLE – providing students with a broad and balanced curriculum with diverse learning experiences to foster whole-person development as well as respect the choice of the majority of schools and their school-based development, the suggested time allocation of OLE is adjusted to 10 to 15% of the total lesson time for the continual enhancement of a balanced development of students through the five areas of OLE (Moral and Civic Education, Community Service, Career-related Experiences, Aesthetic Development and Physical Development).
Under the new recommendation, schools are encouraged to have flexible planning of OLE (including time-tabled and non-time-tabled learning time) for students throughout the three years of the NSS education. Besides, schools can make school-based arrangement upon their professional judgment and flexibility in the time allocation of OLE. All along, it is the quality of OLE that matters, rather than the quantity. Schools should facilitate students to deepen and consolidate their own learning through quality reflection so as to nurture students’ life-long learning capability and foster their whole-person development. In the implementation of OLE, it is always NOT just about satisfying the suggested percentage of time allocation, due consideration should be given to the overall planning on the expected learning objectives and outcomes of the respective learning experiences.
|
* Suggested Recommendation for the Fine-tuning of the Time Allocation of OLE, please refer to the “Time Arrangement Examples”.
| — Building on the strengths and experiences the school has already had, due consideration should be given to the suggested modes of implementation for each type of OLE. For example, Aesthetic Development and Physical Development could be largely implemented in the form of structured lessons, which are already available in many schools. Moral and Civic Education (MCE) is commonly provided in class teacher periods or the assemblies, specifically assigned lessons and other outside class events to develop positive values. Initiatives such as life-skills education, character education, ethics and religious education could be part of MCE. Career-related Experiences and Community Service could be arranged after school, during post-examination time, weekends or school holidays if required. — Building on existing strengths/ practices – Schools are encouraged to review and build OLE into their existing practices and strengths, as well as identifying ‘gaps’ and ‘over-dos’, and making necessary adjustments accordingly. It is not quantity, but quality that matters. Try to avoid re-inventing the entire programmes or ‘change for the sake of change’.
|
|
Aims and Expected Outcomes of Other Learning Experiences (OLE) In implementing Other Learning Experiences, teachers need to keep the following aims and expected outcomes in mind:
|
|
Seven
Guiding Principles Schools could implement their LWL programmes in accordance with the seven guiding principles as shown in the following figure. Guiding Principles of Life-wide Learning
Principle 1: Building on Existing Practices Start with an existing practice that works and organise new programmes in accordance with the resources available (e.g. expertise, time and organisational links). Schools may carefully examine their existing school activities and identify some that could become LWL opportunities. Schools may also reengineer the existing system, e.g. constructing a consensual LWL programme of the year instead of organising LWL event by event. Principle 2: Student-focused Engage students actively in planning and organising LWL activities to include their views and enhance their sense of ownership. The focus is on what students’ experience, and how they internalise and make sense of that experience so as to effect a change in personal values and attitudes. Principle 3: Providing Equal Opportunities Implement a diverse range of LWL activities to cater for students' different needs, including those of students with Special Educational Needs (SEN). LWL is not a reward for good students only. It is important to provide opportunities for all students to develop their potential in different ways, regardless of their gender, socio-economic backgrounds, academic achievements, etc Principle 4: Building Coherence Make sure that LWL is not a combination of unconnected activities but an integral part of whole-school curriculum planning. Devise appropriate implementation strategies, establish partnership or networking with community organisations, and use continuous assessment to achieve sustainable development of LWL and maximise learning effectiveness. Principle 5: Emphasising Quality Align the experiences students gain from LWL with the learning targets being pursued. Guide students to reflect on what has occurred in the process of LWL and provide quality and timely feedback. Principle 6: Allowing Flexibility Offer students a range of strategies (e.g. teamwork, simulation and role play) to enhance the quality of experiential learning. Use an integrated approach to designing a LWL programme incorporating the five essential learning experiences. Principle 7: Learning Together Play the role of facilitators or act as learners alongside the students instead of acting as instructors or activity providers to enable students to improve their learning capabilities, promote self-directed learning as well as strengthen teacher-student relationships.
(For details, please refer to the Booklet 7: Life-wide Learning and Experiential Learning of the Secondary Education Curriculum Guide (2017)) |
