Kwok-bong CHAN
With 30 years experiences in promoting the welfare of children and young people, I walk along with them and their counterparts in the every important moment in this rapid and ever changing society, Hong Kong. Having experiencing my ways out in nurturing and affirming young peoples’ abilities and competences in pursuing their personal growth and development, it is my eye-opening experiences in inviting young people to join hands together to create our desired future, and to walk our path towards the development of civic society. Hong Kong, being a diversified and globalized metropolitan, is always filled with problems and illuminated with possibilities. Educating our young generation to be “world-ready” is thus always a challenging endeavor. We would like our younger generation to have passion in our “roots”, courage to fly high and far with their “wings”, and wisdoms in charting voyages towards the preferred future. I wish to contribute myself in my professional life in supporting our young generation, to enlighten them and prepare them to work collaboratively, in the venture in educating our coming generations in the course to the preferred globalization.Specialties and Interests: eLearning, Mobile Learning, Green Social Work, Critical Social Work, Critical Praxis, Critical Pedagogy, Critical Reflection, Service-Learning, Other Learning Experiences ( OLE ), Asset Based Community Development (ABCD), Social Work Praxis, Experiential Learning, Social Group Work, Community-based Classroom / Classroom-in-community, Sustainability Education for Youth and Community, Collaborative Inquiry, Cooperative Learning, WorldCafe, Co-intelligence
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Papers by Kwok-bong CHAN
近年,實證主義心理治療師雖知無力於世情浮動,處境難測,仍盼讓常規說故事,求取折衷之道。而建構主義心理治療師為免再陷入「你說你真理」的死胡同,期望從故事探常規,尋找回歸真實之理。兩種主義彼此對話調和,來讓常規說故事,從故事探常規。或許,這種對話與調和的態度,兼容故事和常規的精神,能使知識管理不致淪為管理知識的工具,而是發展社會知識,啟迪人文的平台。
「甚麼是社會知識?」、「社會工作者用社會知識來做甚麼?」
反思是主動的學習過程;它是經驗的延伸,也是知識更新的學習。透過反思,人們可以從經驗中悟出新知識,或從知識中想出新方法,以應對新的情況與挑戰。
以下,將透過驢子、猴子、多拉A夢的三個小故事,延續上述有關反思的觀念,希望能為大家帶來一點點啟發。
Aims or focus of discussion: In this paper, we suggest to bridge this missing linkage with the concept “classroom in community” to connect students, and their learning, with the community.
Arguments / comments /suggestion: Based on the service learning curriculum derived by us with local secondary schools, we will illustrate how “classroom in community” could facilitate students to learn from and learn for their community, and to act with the community to co-produce public goods. Examples of community based services for elderly people will be used to further elaborate how students could initiate community services through collective dialogues with the community, in these cases, to get connected with their community by serving the elderly people and learning from them as senior citizens.
Conclusion: A summary of the characteristics of the approach of classroom in community to service learning is suggested to conclude the paper.
背景:近年,香港越來越多中學開始嘗試以服務學習作為教學活動。當中大部份的計劃,多以推廣關懷慈愛或慈善救濟作為理念基礎,而服務對象大多是遠離學校所在社區的長者。誠然,從上述服務當中,學生與長者是有所得著的。但是,在這些計劃能否連繫學生與身處社區和使學生從長者身上學習這兩個問題上,就值得存疑。換句話說,這些以慈善為理念基礎的服務學習計劃,欠缺了結連學生學習於身處的社區當中。
目的或討論焦點:我們透過本文提出善用“社區有教室”的概念來彌補這些不足,把學生、學習、以及社區三者緊密地結連起來。
論點/評論/建議:根據我們在中學進行服務學習課程的經驗,我們將透過本文說明“社區有教室”如何促進學生向社區學習和學習關顧社區,並以社區的集體利益為依歸,建構投入社區的具體行動。本文將以長者服務為例,闡述學生如何透過與社區展開對話來構建社區服務,結連學生學習於身處的社區當中,並達致“服務老人、向長者學習”的目標。
總結:我們會提出在應用“社區有教室”於服務學習中的幾點特色作為本文的總結。
Teaching Documents by Kwok-bong CHAN
【分析】:我聽在心裡,一直都想試答下呢個問題。在當下教學環境下,就算係跨學科的自主學習計劃,題目也不會是全無界限同學自選。係非正規學習或全方位學習上,雖然係同學自決opt-in,但學習歷程也大多早已編定。因此,我想答的係:既然學生自主不是實踐的前題,而係實踐時要面對的景況,那我們如何彰顯批判教學的可能?
【討論】:教學係涉及學習設計者/帶領者及學習者的相遇。這相遇緣於學習設計者/帶領者抱持某一課程意識:即認為某一件事係有價值及可以演化成課程,讓學習者與設計者在他們相遇的場境中學習,批判教學強調的學生自主是以此基礎去彰顯。本文會就此展開討論,並進一步討論反思的批判性實踐。
2. 先說論述 - 培力的問題論述:聲稱搞培力的好興將弱化左的培力實踐去論述成實踐論述,可能是明知,又或是無意,這就拿掉了專業對培力所賦予的意義。這是我聽到那老行尊EEOrOr的納悶
3. 那麼 培力實踐 可如何檢驗?
4. 培力關乎 (a) 文化與社會安排與結構,是 (b)過去與現在的構成,沒有發展在這方面的知覺而指向 (c)將來的某一種美好 大多就不會太培到力
近年,實證主義心理治療師雖知無力於世情浮動,處境難測,仍盼讓常規說故事,求取折衷之道。而建構主義心理治療師為免再陷入「你說你真理」的死胡同,期望從故事探常規,尋找回歸真實之理。兩種主義彼此對話調和,來讓常規說故事,從故事探常規。或許,這種對話與調和的態度,兼容故事和常規的精神,能使知識管理不致淪為管理知識的工具,而是發展社會知識,啟迪人文的平台。
「甚麼是社會知識?」、「社會工作者用社會知識來做甚麼?」
反思是主動的學習過程;它是經驗的延伸,也是知識更新的學習。透過反思,人們可以從經驗中悟出新知識,或從知識中想出新方法,以應對新的情況與挑戰。
以下,將透過驢子、猴子、多拉A夢的三個小故事,延續上述有關反思的觀念,希望能為大家帶來一點點啟發。
Aims or focus of discussion: In this paper, we suggest to bridge this missing linkage with the concept “classroom in community” to connect students, and their learning, with the community.
Arguments / comments /suggestion: Based on the service learning curriculum derived by us with local secondary schools, we will illustrate how “classroom in community” could facilitate students to learn from and learn for their community, and to act with the community to co-produce public goods. Examples of community based services for elderly people will be used to further elaborate how students could initiate community services through collective dialogues with the community, in these cases, to get connected with their community by serving the elderly people and learning from them as senior citizens.
Conclusion: A summary of the characteristics of the approach of classroom in community to service learning is suggested to conclude the paper.
背景:近年,香港越來越多中學開始嘗試以服務學習作為教學活動。當中大部份的計劃,多以推廣關懷慈愛或慈善救濟作為理念基礎,而服務對象大多是遠離學校所在社區的長者。誠然,從上述服務當中,學生與長者是有所得著的。但是,在這些計劃能否連繫學生與身處社區和使學生從長者身上學習這兩個問題上,就值得存疑。換句話說,這些以慈善為理念基礎的服務學習計劃,欠缺了結連學生學習於身處的社區當中。
目的或討論焦點:我們透過本文提出善用“社區有教室”的概念來彌補這些不足,把學生、學習、以及社區三者緊密地結連起來。
論點/評論/建議:根據我們在中學進行服務學習課程的經驗,我們將透過本文說明“社區有教室”如何促進學生向社區學習和學習關顧社區,並以社區的集體利益為依歸,建構投入社區的具體行動。本文將以長者服務為例,闡述學生如何透過與社區展開對話來構建社區服務,結連學生學習於身處的社區當中,並達致“服務老人、向長者學習”的目標。
總結:我們會提出在應用“社區有教室”於服務學習中的幾點特色作為本文的總結。
【分析】:我聽在心裡,一直都想試答下呢個問題。在當下教學環境下,就算係跨學科的自主學習計劃,題目也不會是全無界限同學自選。係非正規學習或全方位學習上,雖然係同學自決opt-in,但學習歷程也大多早已編定。因此,我想答的係:既然學生自主不是實踐的前題,而係實踐時要面對的景況,那我們如何彰顯批判教學的可能?
【討論】:教學係涉及學習設計者/帶領者及學習者的相遇。這相遇緣於學習設計者/帶領者抱持某一課程意識:即認為某一件事係有價值及可以演化成課程,讓學習者與設計者在他們相遇的場境中學習,批判教學強調的學生自主是以此基礎去彰顯。本文會就此展開討論,並進一步討論反思的批判性實踐。
2. 先說論述 - 培力的問題論述:聲稱搞培力的好興將弱化左的培力實踐去論述成實踐論述,可能是明知,又或是無意,這就拿掉了專業對培力所賦予的意義。這是我聽到那老行尊EEOrOr的納悶
3. 那麼 培力實踐 可如何檢驗?
4. 培力關乎 (a) 文化與社會安排與結構,是 (b)過去與現在的構成,沒有發展在這方面的知覺而指向 (c)將來的某一種美好 大多就不會太培到力