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The Rise of Contemporary China

(English Version Only)

1. Course structure and objective2. Level 1 (Foundation Learning) i. Types of questions ii. Course structures and contents iii. Samples3. Level 2 (Case Studies Learning / Independent Research) i. Rationale of design ii. Characteristics4. Level 3 (Project Learning)5. How to identify the “right” students to participant6. Nomination and follow up work of teachers

Education Bureau Web- based Learning Course in Humanities

The Rise of Contemporary China

Course Objective• To broaden students’ horizon as well as develop their skills in hig

her order thinking, independent research and self learning through the structured web-based study with different levels of challenges at different phases that match the abilities and diverse learning styles of the gifted.

• To enhance students’ social and cultural understanding of the Rise of Contemporary China (from 1978 onwards) and her relation to Hong Kong and to the World.

• To foster and develop students’ high potential in the area of Humanities.

• To enhance students’ interest and effectiveness of learning through making the best use of information technology.

Education Bureau Web- based Learning Course in Humanities

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Course Structure

Learning Time

The Rise of Contemporary China Course Designer: Department of Public & Social Administration, the City University of Hong Kong

Finish in 6 months

(about 56 hours in total) Level 1: Foundation Learning

3 Domains (15 Units)

1. Prepare and draft the outline in 7 weeks (10 hours in total)

2. Finish two assignments, including the “Report” in 6 weeks (30 hours in total, Course Tutors

provide on-line guidance)

Level 2: Case Studies Learning/

Independent Research

Finish in 3 months after the completion of Level 2. Recommended total hours for preparing and staging the Activity are 15-30 hours.

Level 3: Project Learning-Demonstrating Learning Experiences through an Activity

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Discussion Forum for open-ended Qs.

Level 1: Three Domains Totally 15 Units

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The Rise of Contemporary China (15 Units)

Domain 1: The Rise of Contemporary China 1.1 An Overview

Domain 2: Economic Reform Since 19782.1 The Meaning of Socialist Market Economy

2.2 Transformation of the Rural Economy

2.3 Transformation of the Urban Economy

2.4 The Regional Development Strategy： from Special Economic Zones to

Western Region of China

2.5 China Makes, the World Takes

Domain 3: Political Transformation Since 19783.1 From Four Modernisations to Harmonious Society

3.2 The Deng, Jiang, and Hu-Wen Administrations

3.3 Decentralisation and Localism

3.4 One Country, Two Systems

Domain 4: Social and Cultural Changes Since 19784.1 The Family Planning Policy and its Social Impact

4.2 From Household Registration to Rural-Urban Migration

4.3 Legal Culture and Development

4.4 Education: More or Less Affordable Now?

4.5 The Spread and Threat of Consumerism

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Level 1: Foundation LearningQuestions

Rationale of Design• To nurture and develop students’ ability like comprehension,

analysis, synthesis and evaluation (students’ higher order thinking skills & creativity will be further developed in Level 2 & 3 Learning).

• Most questions contain standard answers, however, the design emphasis is placed on fostering and enhancing critical thinking ability like analysing essential elements, identifying relationship and finding connections.

Types of Questions• Content analysis: content of the events• Function analysis: roles and functions of the events• Relationship analysis: relationship among key factors• Process analysis: causal relation, development process • Tendency analysis: explain and predict tendency• Comparison analysis: compare differences, similarities & impacts

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Diversified Question Types

Multiple-choice

Challenges

MatchingMind mapping

Chart-filling

open-ended questions

“Learning Journal”is provided

to encourage students’ extended learning

& to enhance self-learning ability

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Level 1: Foundation LearningCourse structure and contents

• Enquire and analyse questions through reading • Students decide the breath & depth of enquiry

e.g. students own choice on the quantity of extended reading materials and the browsing of relevant hyperlinks

• Good use of multi-media learning resources

(e.g. news reports, documentaries etc.)

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The Rise of Contemporary China

(English Version)

Level 1: Foundation Learning

1. Samples on “Question Types”

2. Illustrations on how to enhance students’ higher order thinking skills.

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Multi-mediaLearningHyperlink

RTHK: Hong Kong Connection

“Cheap Labour”

Skills: To analyze & judgeAfter viewing the programme on the difficulties faced by migrant workers, students analyze and judge the validity of the statements.

Q: Improving the working condition means increasing production cost & reducing the competitiveness of China’s products in the global market.

Unit Topic: Economic Reforms since 1978 – China Makes, the World Takes

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This website has been specially developed

for the course.

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Relevant programmes (with authentic cases/ people concerned) have been carefully chosen for enhancing students’ understanding of issues of contemporary China.

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Unit Topic: Political Transformation since 1978 - From Four Modernisations to

Harmonious Society

Skills: To analyze and differentiate the relationship of

different factors in building a harmonious society.

Q7. Which one of the following charts describes the

relationship between economic growth and social

development in a harmonious society?

A. B.

C. D.

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Skills: To summarize & Interpret the findings from different materials (including charts and figures). Then formulate the historical development and current trend of China’s overseas direct investment Q: Which statements correctly describe China’s overseas direct investment? a. Hong Kong attracts the largest amount of China’s overseas direct investment.b. China’s overseas direct investment has started to grow continuously since 2003. China only invests in poor countries.c. In 2007 Asian countries and regions absorbed more than half of China’s overseas direct investment.d. In 2007 the United States was one of the top ten destinations for China’s overseas direct investment.

Unit Topic: Economic Reforms since 1978 – China Makes, the World Takes

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Graphic illustrationThe “Cat” Theory of

DengSkills: To understand the debate on Socialism & market economy & synthesize its significances to the reform.Q: What do the “black cat”, “white cat” symbolise?

Unit Topic: Economic Reforms since 1978 – The Meaning of Socialist Market Economy

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Challenge:

Skills: to examine the causes/reasons for the failure of the People’s commune

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Hyperlink to first-hand resources

(propaganda posters)

Skills: Evaluate & distinguish how the different ideological emphases impacted on the different focus expressed in the propaganda posters from 1970s to 1980s.

Unit Topic: Social & Cultural Changes since 1978 –The Family Planning Policy

and its Social Impact

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Extended ReadingHyperlink

Skills: To analyze reasons behind China’s “birth control” campaign, to evaluate its social impacts & to suggest ways to help soften the conflict between “birth control” policy and the interests of different groups of people.

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Matching description with

graphic illustrations.

Q: To deduct the negative consequences of the Planned Economy.

Unit Topic: Transformation of Rural Economy

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My Learning Journal

Skills: After viewing the current documentary video and extended reading, compare and contrast the causes and impacts of low birth rate in 3 cities (Beijing, Shanghai & Hong Kong) to give personal opinion.

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Other features

to enhance effective and

interesting learning

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Mouse - over

To enhance understanding of important concepts and terms

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Preface

To highlight the learning focus

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Level 2 Case studies Learning/Independent Research

Rationale of Design• To enable gifted students to conduct an

independent research according to their own learning interest and study focus on economic, political or social cases in contemporary China.

• To guide students to research using systematic and academic methods in collecting and analysing data and to write up a quality research report.

• To further enhance students’ higher order thinking, independent research and self-learning ability.

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Level 2

Case studies Learning/Independent Research Characteristics• Screening: Only those participants with good performa

nce in Level 1 could be promoted to Level 2 (students who meet requirements, show potentials & are willing to face challenges).

• Research & Report-writing Guidelines: systematic & high academic quality resources & guidelines are provided.

• On-line Guidance: course tutors/professors from universities provide individual guidance to students.

• Standard for studies: exceed junior secondary level, similar to a term thesis or research report by university students.

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Level 3 Project Learning-Demonstrating Learning Experiences through an Activity

Rationale of Design • To enable gifted students to integrate, to apply knowledge, skills and opi

nion acquired and to demonstrate their learning experiences in Level 1 & 2 and then produce a unique product: conducting an Activity related to the Rise of Contemporary China.

• Is an important and advanced learning stage since it challenges students’ creativity. Communication skills, higher-order thinking skills, collaboration and research ability could be further developed.

• Students will serve as the “ambassador/ambassadress” and will gain experiences in conducting the Activity. Through the implementation of the Activity, schoolmates or other audiences/participants will be given diversified learning opportunities and a platform for sharing the interest and love of learning Humanities and “The Rise of Contemporary China” would be created.

(All participants who have finished Level 2 learning are directly promoted to Level 3, no additional screening is required.)

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Level 3 Project Learning-Demonstrating Learning Experiences

through an Activity

Students may choose to work • individually or • in group

Recommended total hours for preparing and staging the Activity are 15-30 hours.

Students need to submit an “Activity Report”.

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Level 3 Project Learning-Demonstrating Learning Experiences through an Activity

Activity examples

Design and hold cross-curriculum/ extra curricular/ Special Exhibition

on a topic of Contemporary China

Organise a Knowledge Quiz on contemporary China for fellow schoolmates

Organise a Fair for students of other schools

(e.g. primary students)

Design and hold a

programme for the campus radio

or campus T.V.

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How to identify the “right” students to enroll in the Course ？

Students’ Characteristics

Learning interest& motivation

Enquiring & self-Learning

ability

Ability on reading & collecting data

Checklist: Behavioural Characteristics of Students with high potential in Humanities

(Please download from our website)

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Suggested Multiple Methods & Channels for Nomination

Nomination

Class observation

HK/International

relevant awards

Students’assignments

Students’products

Recommendation by

Teacher

Parents’ recommendation,

followed by teacher’s

Self recommendation,

followed by teacher’s Checklist: Behavioural Characteristics

of Students with high potential in Humanities

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Reminder to Coordinating teacher on Nomination

• Teachers/schools are reminded not to undermine those students who have high interest and potential in Humanities but may not have performed well academically. Researches showed that learning problems of underachievers could be reversed by a challenging enrichment programme.

• Teachers are advised to let students fully understand the contents and requirements of all three Levels and ensure that students are committed to complete the course before nomination.

• Each nominated student could only take ONE of the EDB Web-based Learning Courses in the same school year.

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Nomination & Follow-up

Schools should

appoint: One Coordinating teacherto coordinate

the nomination of all students

Supervising Teacher A

Supervise the learning progressof Student D on

need basis

Supervising Teacher C

Supervise the learning progressof Student F on

need basis

Supervising Teacher B

Supervise the learning progressof Student E on

need basis

Supervising Teacher D ..

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Follow up work(Only for Level 3)

Supervising Teacher

Check and approve E3A Form

(Project Proposal)

1. Check if students have finished staging the Activity2. Write comments on E3B Form: Part 33. Verify the above by signing on E3B Form

Coordinate the implementation

of the Activity orprovide guidance

to studentson need basis