TNAG-1073-FCO40-1323-Policy-of-the-Government-of-Hong-Kong-on-education-including-1981 — Page 34

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training for potential young musicians will provide an additional stimulus not normally possible within the curriculum.

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4.18

As far as Chinese is concerned this problem area is already being tackled vigorously. The curriculum has been completely revised, a more rigorous approach has been adopted in the reviewing of textbooks to support the new curriculum, and a committee is currently studying ways and means of fostering better language teaching techniques, encouraging the use of more effective Chinese and producing better Chinese reading material.

4.19

It is in the field of the teaching of English that the greatest curriculum problems arise. An English Adviser appointed by the Government two years ago has recommended a complete revision of the English syllabus in primary schools to concentrate attention on stimulating pupils' interest and preparing them to use English textbooks effectively if required at Form I level. He is also proposing a more effective teacher training programme and the supplying of electronic equipment to schools to assist in language study. The Government feels that these proposals should be implemented as a matter of urgency and details are given in the appropriate chapters.

The Activity Approach

4.20

It is now recognised that learning and understanding occur most effectively when the learner is personally involved in purposeful activities which capture his interest. Hence the emphasis in primary education should be centred on learning by pupils rather than on instruction by the teacher.

4.21

The Activity Approach is a Hong Kong version of a child-centred, less didactic approach which has been advocated in primary classes here in recent years. It aims at promoting active and self-initiated learning, and encourages, for a good deal of each day, "learning by doing" using purposeful, carefully designed activities. Pupils are given opportunities to learn at their own pace and according to their own abilities.

4.22

Unfortunately, the term 'Activity Approach' is often associated with an over-liberal approach to teaching in which pupils are left free to pursue their own interests with very limited control, and where the activity is often not sufficiently purposeful to achieve success, particularly in the basic skills of literacy and numeracy. This is not true of the Hong Kong scheme in which the normal syllabuses are followed and careful records kept of each student's progress. It has been shown by careful observation and testing that there is no deterioration in the basic skills as a result of adopting this teaching technique and the attitude of pupils and their enthusiasm and interest in their work has improved very considerably. It is therefore proposed to encourage this development by increasing the initial grant from $800 per class to $1000 per class and the recurrent grant from $200 per class per annum to $300 per class per annum, and by allowing more schools to enter the scheme each year. Details are given in Appendix 48.

4.23

However, it is conceded that while this particular approach appears to represent a big improvement in teaching technique, there may well be other ways in which improvements can be made which could prove equally satisfactory for some classes or schools. As a result, it is not proposed to introduce any element of compulsion into the adoption of this approach unless it is found that substantial improvements cannot be achieved voluntarily.

It is

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