Music education under the frame name of arts education has been integrated into the primary and secondary education curriculums in Hong Kong for more than 20 years,starting from 2001,the year of launching the Learning...Music education under the frame name of arts education has been integrated into the primary and secondary education curriculums in Hong Kong for more than 20 years,starting from 2001,the year of launching the Learning to Learn curriculum for the reconstruction of the education system for the younger generation.Music education,embedded into the arts education,was therefore regarded as one of the key subjects to cultivate and uplift student holistic development,focusing on aesthetic skill training and moral growth development.This research was an exploration study of music teaching practices from two private international and two general public school music teachers at the primary school level.The value of this study rested on borrowing the idea of Shulman’s pedagogical content knowledge(PCK)principle to create a social constructivist music teaching framework from five commonly-used instructional methods,namely,Orff,Kodaly,Dalcrozes,Suzuki,and Gordon’s approaches.Based on the evaluations of these four case studies,hypotheses on the differences in the PCK were tested with the types of schools and found to be no difference.The preliminary results suggested that music teachers in private international schools had similar pedagogical approaches to music instruction to teachers in aided-public schools.Additionally,the modeling,guiding,and training approach was identified as a grounded teaching method for music education at the primary school level regardless of different types of schools.Other implications like the further development of the framework were discussed.展开更多
Overseas three-month intra-university training program is rear in Yunnan,China.Using adult learning and social con-structivism as theoretical basis,the author,introduces the background of the program and the course de...Overseas three-month intra-university training program is rear in Yunnan,China.Using adult learning and social con-structivism as theoretical basis,the author,introduces the background of the program and the course design,highlighting the inten-tion for the program and similar programs.展开更多
The energy transition and the resulting changes in landscape appearance have brought great social repercussions.Nowadays we have to answer the questions that how can we view the rapidly changing landscape appearance c...The energy transition and the resulting changes in landscape appearance have brought great social repercussions.Nowadays we have to answer the questions that how can we view the rapidly changing landscape appearance caused by energy transition,and how to balance associated issues about protection and development.Since the energy landscape aesthetic theory in the low-carbon era has not yet been constructed,this paper explores landscape aesthetics from terminological,evolutionary,and methodological perspectives,and discusses the connotation,core values,and research scopes of postmodern aesthetics,postindustrial aesthetics,and ecological aesthetics.Based on theoretical review,assessment paradigms of landscape aesthetics are sorted out from essentialism,positivism,to social constructivism.A framework is introduced to assess energy landscapes under energy transition background to generate a consensus for sustainable landscape among all stakeholders.展开更多
The rise of a socially-defined form of constructivism is identified as a central motif in current theorising around educational practice. The role of technology in supporting such a shift is noted along with a relativ...The rise of a socially-defined form of constructivism is identified as a central motif in current theorising around educational practice. The role of technology in supporting such a shift is noted along with a relative marginalisation of the role of teachers. While technology is implicated in creating less frequent contact between students and teachers in higher education, it is also argued to be implicated in rendering the contact that does occur to be less personal. Such re-mediation of the traditional student-teacher relationship represents a shift that might need to be more vigilantly monitored.展开更多
文摘Music education under the frame name of arts education has been integrated into the primary and secondary education curriculums in Hong Kong for more than 20 years,starting from 2001,the year of launching the Learning to Learn curriculum for the reconstruction of the education system for the younger generation.Music education,embedded into the arts education,was therefore regarded as one of the key subjects to cultivate and uplift student holistic development,focusing on aesthetic skill training and moral growth development.This research was an exploration study of music teaching practices from two private international and two general public school music teachers at the primary school level.The value of this study rested on borrowing the idea of Shulman’s pedagogical content knowledge(PCK)principle to create a social constructivist music teaching framework from five commonly-used instructional methods,namely,Orff,Kodaly,Dalcrozes,Suzuki,and Gordon’s approaches.Based on the evaluations of these four case studies,hypotheses on the differences in the PCK were tested with the types of schools and found to be no difference.The preliminary results suggested that music teachers in private international schools had similar pedagogical approaches to music instruction to teachers in aided-public schools.Additionally,the modeling,guiding,and training approach was identified as a grounded teaching method for music education at the primary school level regardless of different types of schools.Other implications like the further development of the framework were discussed.
文摘Overseas three-month intra-university training program is rear in Yunnan,China.Using adult learning and social con-structivism as theoretical basis,the author,introduces the background of the program and the course design,highlighting the inten-tion for the program and similar programs.
文摘The energy transition and the resulting changes in landscape appearance have brought great social repercussions.Nowadays we have to answer the questions that how can we view the rapidly changing landscape appearance caused by energy transition,and how to balance associated issues about protection and development.Since the energy landscape aesthetic theory in the low-carbon era has not yet been constructed,this paper explores landscape aesthetics from terminological,evolutionary,and methodological perspectives,and discusses the connotation,core values,and research scopes of postmodern aesthetics,postindustrial aesthetics,and ecological aesthetics.Based on theoretical review,assessment paradigms of landscape aesthetics are sorted out from essentialism,positivism,to social constructivism.A framework is introduced to assess energy landscapes under energy transition background to generate a consensus for sustainable landscape among all stakeholders.
文摘The rise of a socially-defined form of constructivism is identified as a central motif in current theorising around educational practice. The role of technology in supporting such a shift is noted along with a relative marginalisation of the role of teachers. While technology is implicated in creating less frequent contact between students and teachers in higher education, it is also argued to be implicated in rendering the contact that does occur to be less personal. Such re-mediation of the traditional student-teacher relationship represents a shift that might need to be more vigilantly monitored.
