新高中歷史科校本評核 :
挑戰與機會
梁一鳴
2008年6月25日
1
Run-down
Part 1 : Positioning
Part 2 : Looking at the 3 electives
Part 3 : Pedagogical Considerations
Part 4 : Q & A
2
SBA Requirements 要求
 鼓勵學生按自己的需要、興趣和能力
 選取20世紀歷史的其一方面加以鑽研
 學生按部就班完成一項微型研究(mini-research)
- 自行設計課題
- 搜集分析資料
- 進行口頭報告(第一份課業): 研究大綱 10%
- 呈交學習報告(第二份課業) : 研究成果 10%
( Framework)
3
目的
 有助加學生詮釋和組織歷史資料能力
 剌激探究精神、想像力和代入感
指引,p.42
4
SBA惡夢開始了
韓連山 教協報 16/6/08
 老師工作量沉重無比
 評核工作繁瑣
 評核帶來爭拗
 學習能力低學生對文字抗拒，老師指導將
耗竭
5
還有甚麼惡夢?
 請在工作紙 1 填寫:


你估計在新高中歷史科落實校本評核時所遇

的挑戰與困難。
6
3 Electives of Min-Research
(Framework for SBA Handbook in HKDSE History)
 Comparative studies
 Issue-based studies
 Local Heritage Studies
Note : They are inter-related;
You can explore a local heritage as
an issue with comparative dimension
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 茶餐廳如何成為代表香港的飲食文化 (A plain
local heritage study)
 茶餐廳應否成為代表香港的飲食文化?(An
Issue based local heritage research)
 茶餐廳與潮洲打冷相比，誰更有資格申報成
為文化遺產?(A comparative local heritage
issue)
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Criteria of Local Heritage Studies
(Framework)
 Continued memories/legacies
 Hong Kong context
 Tangible Heritage 有形/物質性: monuments,
groups of building, sites
 Intangible heritage無形体/非物質 : oral
legacies, performing arts, rituals, festive
events
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Discussion/ Considerations
 Is local heritage studies more suitable for
the average and especially the less-able
(written words) students?
 Will there be lope sided preference for
local heritage studies?
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議題 Issue
 受關注的題材 A topic worth studying
or
 受議論的題材 A topic being discussed
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Issue-based Studies
Criteria
 A matter that reflects controversies
 Still unresolved
 Different scopes : local, regional, global
 Different dimensions : economic, social,
political …….
(Framework)
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「議題」闡述
 “An issue is basically as a topic with no
clearly-defined single outcome or
answer – something about which
reasonable people might be expected to
disagree”
 “Issue can also be framed in terms of a
case study, particularly those known as
‘decision cases’ or ‘dilemma cases’.”
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Susan E Lewis, 2003
“An issue, by definition, allows for
different points of view
representing different values and
interest.”
(New Senior Secondary Curriculum and
Assessment Framework Liberal Studies,
14
May 2005 )
criteria of an issue:
Is the issue controversial?
Is the Issue important?
Is the issue researchable?
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Workshop/Discussion
 Is the following research topic issue-based?
五四運動對中國現代化的意義
The impact of May Fourth Movement on
the Modernization of China.
16
Formulation of an Issue-based topic
 In Question form or statement form
 Highlight the controversy/argumentation
 Posing a dilemma
 Involves judgmental value conflicts
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Examples of Controversial Issues
 清末憲政改革是注定失敗的
 清末憲政改革的失敗是否必然的
 梁啟超的 “君主立憲論” 有逆歷史潮流
 裕仁天皇毋需為日本侵華負責
 裕仁天皇應否為日本侵華負責
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Exercise
Generative controversial issues from the
following topic
Great Leap Forward 大躍進
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Problems
 Issues = controversies
 If all issues are confined to controversial
ones, are there enough controversial issues
for studying?
 If issues still linger on and unresolved, what
is the expected ‘appropriate conclusion”
(framework)?
20
Criteria of Comparative Studies
 Involves two comparative items
 Or one item over different time spans /
locations
(Framework)
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Essentials of Comparative History
Cohen,D. & O’Connor, M. (eds.) (2004)
Comparison and History : Europe in CrossNational Perspectives, Routledge
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Comparative History
 The comparison between different
societies/nations at a given time or sharing
cultural conditions;
 A history of contrasts where differences,
rather than similarities, drive explanation
Miller, M (2004) Comparative and cross-national history, in Cohen & O’Connor, 2004
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 历史比较研究，就是通过两种或两种以上的
历史现象的比较来加深、扩大和验证对历史
的认识的一种方法。
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布洛克 (1928)
发表《欧洲社会历史的比较研究外文中，提出
了比较完善和系统的比较史学的理论。他认
为历史比较研究应当具备两个条件，一是对
象之间要有一定的类似性，二是要有一定的
共同点。
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Rationale
 Serves as an antidote(矯正) to over-
specialization and parochialism(偏狹觀點)
 Helps to identify the cultural /historical roots
of what appear to be national characteristics
 Helps to gain a clearer perspective on one’s
own society
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Rationales
 Through comparison, we can see similar
forces or processes operating in different
national contexts
 Helps to explain the dominant cause of
various process and events
27
Ratoinale
 We can clarify the roles of specific variables
(culture, economy) and the cross-cultural
meaning of terms such as democracy,
capitalism
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Rationales
 Reveals large-scale transnational processes
that affect many different parts of the world
E.g. industrialization, militarism,
modernization
 By itself a high level intellectual exercise
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Approaches of Comparison
(cohen & O’connor)
A. Analytical comparison between equivalent
units
 involving the identification of independent
variables that serve to explain common or
contrasting patterns or occurrences
30
B. Illustrative/parallel comparisons
between equivalent units and a theory or
concept, which evaluate evidence in relation
to predictive theory. The emphasis is the
confirmation of general principles.
31
C. Contrast of contexts
 Apply comparison to bring out the unique
features of particular cases to show how
these features affect the unfolding of
general social processes
 Emphasis is on the historical integrity of
each case
 Helps to define features of one system more
sharply by contrasting with equivalent
features of another system; more descriptive
32
D. Macro-causal analysis
 Employs comparison for the purpose of
making causal inferences about macrohistorical processes and structures.
 Used to generate new historical
generalizations and theories
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Format of Comparison
A. Linear纵向比较研究
•纵向比较是对同一事物的历史形态进行
比较
•按时间序列的纵断面展开
•不仅从相对稳定状态来研究事物，而且
还从发展变化状态来研究事物弄清事物发
展的来龙去脉。
Eg. League of Nations / United Nations
as world peace keeper
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B. 横向比较研究
 Horizontal : cross-national comparison of
basic elements within time periods
 横向比较是对同时存在的现象进行比较
 因为每一事物都不是孤立存在的，所以必须
在相互关系的比较中认识事物的本质
 按空间结构的横断面展开的，强调的是从事
物的相对静止状态中研究事物的异同，分析
其原因。
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运用比较研究法的基本要求
1.要保证可比性
 所谓可比性，是指比较对象之间的现实性必须属于
同一范畴，有一定的内在联系，并能用同一个标准
去衡量和评价。
 可比性由两方面因素构成:
一是差异性和矛盾性（具有各自本身的特点才能
进行比较 )
二是同一性和相似性。
为保证可比性，必须做到：比较的标准要统一；比
较的范围、项目要一致；比较的客观条件要相同。
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Cautions and Pitfalls
 Danger of invidious(厚此薄彼/不公正 )
comparison, used in nationalistic or
ethnocentric fashion, to demonstrate the
superiority of the culture, society, element
 Can overlook important local variations
37
 Subjective selection: cannot compare
phenomena in their multilayered totality.
 Apple and Orange comparison : any
similarity for comparisons?
 Are units of comparison appropriate?
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歷史比較研究計劃步驟
Steps of Planning Comparative Study
A. Conceptualize research topic(主題概念化)
 Select a research topic or the issues
 Define the setting (time , location)
 Define the dimension of comparison
39
B. Data Collection
1. Locate evidence : where can you find
information on this topic?
2. Evaluate the quality of evidence
 Relevance
 Accuracy
 Omission
40
C. Analyze Evidence
- Do any Patterns appear?
- Are there similarities or differences ?
D. Synthesize and Organize data
- Highlight the differences / similarities
- Spell out the major discoveries/conclusions
- Draw valid conclusions
41
Pedagogical Considerations
1. How to prepare your students for SBA?
2. How to readjust your teaching approaches?
3. How to guide students?
4. How to assess students fairly?
42
Timetabling
 What to do in the 3 years?
 Basic Dilemma
- when to start SBA? (probably 2nd year 2nd
term; submission in 3rd year 1st term)
- Can students choose research topics
before contents are covered?
43
Teaching Approaches
 1st Year 1st term
- orientation to the study of history
 Throughout the lessons
- systematic training of basic skills through
data interpretation
- present knowledge as ‘problematic’ not
absolute truth
44
 Special sessions on handling the three
electives using case examples in the
syllabus
 Introduce templates to help students
 Have summative brainstorming exercise
on researchable topics
45
Guiding Roles of Teachers
 Explain assessment requirements clearly
 Stimulate their formulation of research
topics
 Challenge their crude ideas/ draft
 Suggestions (not directives) for
improvement
 Ensure originality and authenticity of
students work
46
Real Problems
 Resources
 Teachers’ confidence and competence
 Copy Cats
47
Best Wishes
Thank You
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