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香港教师教育目标的连续性、变革与问题:1992-2017

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钟泽, 田小红. 香港教师教育目标的连续性、变革与问题:1992-2017[J]. 教师教育学报, 2018, 5(6): 75-82. doi: 10.13718/j.cnki.jsjy.2018.06.009
引用本文: 钟泽, 田小红. 香港教师教育目标的连续性、变革与问题:1992-2017[J]. 教师教育学报, 2018, 5(6): 75-82. doi: 10.13718/j.cnki.jsjy.2018.06.009
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CHUNG Chak, TIAN Xiaohong. The Changes, Continuities and Deficiencies in the Goal of Teacher Educationin Hong Kong: 1992-2017[J]. Journal of Teacher Education, 2018, 5(6): 75-82. doi: 10.13718/j.cnki.jsjy.2018.06.009
Citation: CHUNG Chak, TIAN Xiaohong. The Changes, Continuities and Deficiencies in the Goal of Teacher Educationin Hong Kong: 1992-2017[J]. Journal of Teacher Education, 2018, 5(6): 75-82. doi: 10.13718/j.cnki.jsjy.2018.06.009
shu

香港教师教育目标的连续性、变革与问题:1992-2017

  • 1.

    香港珠海学院 优质教与学中心, 香港 新界

  • 2.

    浙江师范大学 教师教育学院, 浙江 金华 321004

The Changes, Continuities and Deficiencies in the Goal of Teacher Educationin Hong Kong: 1992-2017

  • 1.

    Chu Hai College of Higher Education, Hong Kong, China

  • 2.

    College of Teacher Education, Zhejiang Normal University, Jinhua 321004, China

  • 摘要: 选取香港1992年"教育统筹委员会"的第五号报告书、2000年的教育改革蓝图、2001年香港教育学院的"愿景，使命和主导价值"以及2017年香港教育大学的"愿景，使命和核心价值"等中的相关陈述进行分析，总体来看，在香港回归前后（1992-2002年），这些陈述显示了教师教育的连续性和稳定性，而进入21世纪后，香港教师教育的价值取向则逐渐从对英语国家的文化依附转向全球化，显示出教育以及教师教育的政治无涉性。关于教师教育目标陈述的问题，从民族国家、历史/文化、本土三个维度进行分析，可以发现香港的教师教育目标整体上缺乏民族国家和社会重建导向；在文化方面，缺乏文化身份认同，看不到中国文化传统，目标陈述传递的是一种普遍性；本土视野缺失，目标设置去情景化，目标制定没有建立在香港教育系统的独特性上。香港教师教育整个目标陈述倾向于展示教师教育规划中的工具特点和技术理性。
    Abstract: The paper selected four statements to analyze the changes, continuities and deficiencies in the goal of teacher education in Hong Kong. These include:the 1992 Education Commission Report No. 5, the 2000 Education Blueprint of the new Hong Kong government, the 2001 "Vision, mission and guiding values" statement of the Hong Kong Institute of Education, and the 2017 corresponding statement of the Education University of Hong Kong. These goals, blueprints, and mission and vision statements show high internal coherence, indicating the continuity and stability in teacher education during the transition period(1992-2002) in Hong Kong, and also the transition from cultural dependency to globalization in the 21st century. Also demonstrated is continuity in the apolitical nature in education and in teacher education of the time. In the analysis, the deficiencies of the goal statements are discussed under political, historical/cultural and local dimensions.In short, politically there was a lack of any national or social reconstruction orientation. Culturally there was a lack of cultural identities-the goals statements carried almost a universal tone. The Chinese cultural tradition was almost invisible. There was also a lack of local perspective as the goals were de-contextualized. The goal statements were not built upon the uniqueness of the education system in Hong Kong.These goal statements tended to demonstrate the instrumental nature and the technical rationality in teacher education planning.
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  • [1] CHENG Kaiming.Hong Kong Economic Journal Daily[N] 1996-06-06(D2).
    [2] Education Commission.Education Commission report No. 5:The teaching profession[EB/OL]. (1992-06)[2018-01-18]. http://www.e-c.edu.hk/doc/en/publications_and_related_documents/education_reports/ecr5_e.wdl.
    [3] Education Commission.Education blueprint for the 21st century:Review of education system:Reform proposals consultation document[EB/OL].(2000-05)[2018-01-18]. http://www.info.gov.hk/archive/consult/2000/Full-Eng.pdf.
    [4] CHUNG C.The development of teacher educationin Hong Kong 1992-2002[D]. Toronto:Univerisity of Toronto,2005:115.
    [5] The Education of Hong Kong. Strategy plan:2016-2025[EB/OL]. (2017-02)[2018-01-18]. http://www.eduhk.hk/sp2016-25/index.html.
    [6] WONG T H. State formation and Chinese school politics in Singapore and Hong Kong, 1945 to 1965.[D] Madison,WI:University of Wisconsin-Madison,1999.
    [7] ALTBACH P G. The distribution of knowledge in the Third Word:A case study in neo-colonialism[M]//ALTBACH P G,KELLY G P.Education and colonial experiences. New Brunswick,NJ:Transaction,Inc,1984:229-252.
    [8] BRAY M. Education and colonial transition:The Hong Kong experience in comparative perspective[G]//BRAY M,LEE W O. Education and political transition:Implications of Hong Kong's change of sovereignty. Hong Kong:University of Hong Kong,1997:6.
    [9] TAIL M.Teacher education curriculum in Taiwan:Problems and prospects[D]. Taipei:Taiwan University of Education,1998:30.
    [10] TSEK C T. Civic and political education[C]//BRAY M, RAMSEY K.Education and society in Hong Kong and Macau:Comparative perspectives on continuity and change. Hong Kong:The University of Hong Kong,1999:154.
    [11] CHUNG C. The development of teacher educationin Hong Kong 1992-2002[D]. Toronto Univerisity Of Toronto,2005:116.
    [12] RAJPUT J S,WALIA K.Reforms in teacher education in India[J].Journal of Educational Change, 2001,2(3):239-256.
    [13] 香港中文大学.使命及愿景[EB/OL].[2018-01-18]. http://www.cuhk.edu.hk/chinese/aboutus/mission.html.
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  • 收稿日期:  2018-06-28

香港教师教育目标的连续性、变革与问题:1992-2017

  • 1. 香港珠海学院 优质教与学中心, 香港 新界
  • 2. 浙江师范大学 教师教育学院, 浙江 金华 321004
  • 收稿日期:  2018-06-28

摘要: 选取香港1992年"教育统筹委员会"的第五号报告书、2000年的教育改革蓝图、2001年香港教育学院的"愿景，使命和主导价值"以及2017年香港教育大学的"愿景，使命和核心价值"等中的相关陈述进行分析，总体来看，在香港回归前后（1992-2002年），这些陈述显示了教师教育的连续性和稳定性，而进入21世纪后，香港教师教育的价值取向则逐渐从对英语国家的文化依附转向全球化，显示出教育以及教师教育的政治无涉性。关于教师教育目标陈述的问题，从民族国家、历史/文化、本土三个维度进行分析，可以发现香港的教师教育目标整体上缺乏民族国家和社会重建导向；在文化方面，缺乏文化身份认同，看不到中国文化传统，目标陈述传递的是一种普遍性；本土视野缺失，目标设置去情景化，目标制定没有建立在香港教育系统的独特性上。香港教师教育整个目标陈述倾向于展示教师教育规划中的工具特点和技术理性。

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