B-U-S合作背景下“其他学习经历”活动对学生自我认同的影响  

The effects of other leaning experience activities to the development of students' self-identity in the context of B-U-S partnerships

作　　者：张佳伟[1] 吕斌[1] 杨镇伟[1] 李文浩[1] 

机构地区：[1]香港中文大学香港教育研究所优质学校改进计划

出　　处：《教育发展研究》2013年第20期57-63,共7页Research in Educational Development

摘　　要：香港新课程改革将"其他学习经历"与"核心科目""、选修科目"并列为新高中的三大课程。然而,对于主要招收基层家庭背景学生的学校而言,学校缺乏足够的资源丰富学生的"其他学习经历"。2011年,一项由商业机构与大学、中学合作开展的"学校起动计划"(W计划)在香港开始实施,旨在推动十所发展条件稍逊的中学进行全面改进。在为期六年的合作过程中,学校获得额外的资源(包括资金、社会资源以及专业资源)以丰富学生的"其他学习经历"。本研究采用问卷、访谈以及文件分析等方法,对两所参与W计划的学校进行个案研究,试图探讨在商业机构-大学-学校(B-U-S)合作背景下为学生提供的"其他学习经历"活动对学生自我认同四个范畴的影响。A New Senior Secondary （NSS） curriculum is offered in the three senior secondary years in local secondary schools in Hong Kong, which comprises four core subjects, two or three elective subjects, and Other Learning Experiences （OLE）. OLE includes moral and civic education, community service, career-related experiences, aesthetic development and physical development. However, due to the lack of resources and funds, it is a challenge for the schools to implement OLE which enrolled students with low socioeconomic status. In mid-2011, Project WeCan （W） is initiated by business-university-school （B-U-S） partnerships serving local secondary schools with challenged student intake. Under this pioneering partnership program, participating schools are supported with considerable inputs from various sources （financial, social and professional school-based support） to implement OLE. Selecting two project schools of Project W, this study examines the effects of OLE activities to the development of students＂ self-identity in the context of B-U-S Dartnershins from four domains： ~ersonal identity, relational identity, social identity and collective identity.

关 键 词：学校改进 商业机构-大学-学校合作 其他学习经历 自我认同 

分 类 号：G455[文化科学—教育学]