Appendix 6
Report on the Great Wall Project
A Study Tour to the Mainland
I.
Background and Objectives
Project Learning is one of the four key tasks promoted in the current
curriculum reform. This Study Tour and Project Learning activity focuses on
multi-perspective studies and the application of cross-curricular knowledge
to solving problems, thus strengthening students' independent learning and
thinking skills.
The Great Wall is a wonderful Chinese construction - a symbol of China,
representing the longevity of its history. It is also an important part of the
world heritage of human civilization recognized by the United Nations. The
magnificent appearance of the Great Wall reflects its defensive function and
artistic value. Supplemented by the exhibition of "The Great Wall Gems of
Cultural Relics of the Nomadic Tribes", jointly presented by the Hong Kong
Museum of History and the Capital Museum of Beijing from November 2001
to March 2002, the Great Wall project was designed to cultivate students'
understanding of Chinese culture, promote their independent learning
capabilities and strengthen their national identity.
The PSHE Section of the CDI of the ED organized a Study Tour to Beijing on
"Project Learning on the Great Wall" from 30 July to 5 August 2001 with a
view to achieving the following specific objectives a.
b.
c.
d.
To provide an opportunity for Life-wide Learning;
To develop students' generic skills and spirit of collaboration;
To enhance students' understanding of Chinese culture, their reflection
and their sense of identity with it, and;
To enhance students' awareness of national identity.
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II.
Activities
The total number of participants for the Study Tour was 200 students and 20
teachers. The study report of each school should demonstrate the
achievement of the learning objectives of the Great Wall Project and the
school's own proposal in the following three aspects:
• the development of generic skills and spirit of collaboration among
students
• students' understanding and reflection on Chinese culture
• students' awareness of their national identity
The learning process
Teachers and students should post the work accomplished on the Great Wall
Project web-site, demonstrating:
• an increased awareness of interactive learning (making good use of the
web-site as a platform to share and exchange ideas/experiences)
• frequent updates of information and records of work
• frequent exchanges of ideas among members and teachers of the group
and / or other schools / graduate students of Beijing University
Reporting
•
•
•
•
a written report in any format (such as book / pamphlet / web page or a
combination of different formats) to reflect the learning objectives as well
as the learning process
the report should include methods of study and tools, data / information
used and its analysis, conclusion and major findings
the presentation should be clear, concise and to the point
the content should be interesting and with appropriate illustrations
(including appropriate links)
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Brief Activities
•
In July, the PSHE Section of the CDI organized a workshop on project
learning for the participating teachers and students to familiarize them
with project learning skills and methods. A website was also set up for
them to practise project learning methods and to provide them with a
medium through which they could practise collaboration, discussion and
the expression of opinion. This helped them to share their experiences.
•
On return to Hong Kong, each group submitted a study report.
•
In November, the adjudication panel awarded the best collaboration prizes
to the following schools: AD & FD FOHL Leung Sing Tak College, DMHC
Siu Ming Catholic Secondary School and Sha Tin Methodist College. The
best study report prizes were awarded to DMHC Siu Ming Catholic
Secondary School, POH Chan Kai Memorial College, Buddhist Wai Yan
Memorial College and SKH Lam Kau Mow Secondary School.
•
The top five schools attended the Prize Awarding Ceremony on 24
November and gave an oral presentation to introduce and supplement their
study report. The first prize for presentation went to DMHC Siu Ming
Catholic Secondary School, the first runner-up to AD & FD FOHL Leung
Sing Tak College and the second runner-up to POH Chan Kai Memorial
College.
•
Students who performed well on the training course, were assigned to be
voluntary guides at the Great Wall Exhibition organized by the Hong Kong
Museum of History (from 27 November 2001 to March 2002). This further
enhanced the knowledge and interest of the students in the cultural relics
and culture of the Great Wall.
•
The outstanding project reports were put on the homepage of the Education
Department for reference by other schools.
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III. Comments by the Tour Leader -- How the Study Tour influenced the
learning and values /attitudes of the students
(Mr AU YEUNG Sung-fan, Principal of Buddhist Wai Yan Memorial College)
The Study Tour has enhanced students' techniques for project learning,
developed their self-learning skills and collaborative attitude; promoted their
communication skill and improved their learning strategies. Through
observation and reflection on historical sceneries, mutual feedback among
the participating teachers and students, students developed a deep and
reflective understanding of the Chinese culture, and strengthened their
national identity. As observed from the remarks made by the students on the
web-site, they had learned a lot in the Study Tour, although it was just a short
tour of seven-day. Some of the examples were:
-
Enhancing multiple-perspective thinking and creativity: The project
proposals submitted by the twenty schools adopted very different
perspectives. Some adopted a traditional perspective, such as the meaning
of Great Wall in the Chinese, its functionality in terms of military, cultural
and economic considerations. Some employed the environmental
perspective in exploring the issue of conservation of the Great Wall. Some
approached the project from a geographical angle in looking at how the
power of the nature, e.g. sand storms, determined the fate of the Great
Wall. Some exploring the value of the Great Wall in the modern time from
the perspective of tourist development, etc. This showed that the Study
Tour had stimulated the students' creative thinking and proved that the
students could be able to tackle this topic in many different perspectives.
-
Multifarious study methods, participation and gaining the feeling of the
society: Many participating schools designed survey, questionnaire etc. It
required the students to have an open-minded attitude and flexible means
so as to overcome the many limitations and achieve the objectives. As
expressed by the students, they gained a better understanding on Beijing
residents through the visits and surveys.
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-
Mastering various ways and means of collecting information, and
making best use of cross-subject knowledge in problem solving: The
project proposals showed that the students understand how to collect
data. From the preparation work such as conducting research in library
and searching for information from the Internet, to design of
questionnaires, conducting visits as well as on-site video-recording,
measuring, calculation of wind speed, etc., all demonstrated the ability of
the students in collecting information. Through these, they understood
that they had to apply different fields of knowledge and collate them
skilfully in order to complete the assignments. As commented by a
student: "The seven-day Study Tour was a very profound experience.
Before our departure, we have prepared a number of assumptions, most
of them were verified subsequently. I learned that good project learning
not only demands comprehensive information collection, but also field
study. This is because the latter is more authentic. With textual
information, you could only infer from what was written, and distortion
is unavoidable. Field study is more authentic. One can employ all senses
to experience and there is no need for guessing. It's more meticulous,
comprehensive and natural than words". In fact, many of the
participating students expressed that the Study Tour verified the
truthfulness of the proverb "Better walk thousands of miles than read
thousands of books".
-
Understanding the importance of collaboration and enhancing
communication skill: Some students comment, "From the compilation
of proposals to the drawing up of the study reports, we learned to cooperate among ourselves, to accommodate the different opinions from
each other so as to solve problems. This is a fresh awareness and a new
way for self-development"; "From the tour to Beijing, ...... I learned not
only civil knowledge but the most important of all collaboration skills";
"During the seven-day tour, I learned how to communicate, how to make
friends and I understand the benefit of co-operation."
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-
Promoting a deep and reflective understanding of the Chinese culture,
and strengthening their national identity: Many students expressed that
their understanding of the Chinese culture had been greatly enhanced
through active participation in the tour activities. They had also
developed a strong sense of mission as Chinese. For instances, "Having
participated in the tour, I resolved that I, as a Chinese, have to be more
concerned about my mother country and contribute to its well being.";
"While I was on the Great Wall, I recalled that it had been built since the
pre-Qin period and a lot of manpower and resources had been spent
throughout various dynasties for its maintenance so that it could prevent
intrusion from enemies. This gave me a strong sense of national
superiority; at Tiananmen Square, a national symbol, a strong national
awareness was stirred up in me"; "Having been to Beijing, the capital of
my mother country, my national awareness was really enhanced!
Through interviewing the people in China, whom we know so little
about but feel so close, we as young persons, who lack national
awareness and understand so little about the Chinese culture, had taken
this opportunity to take the first step towards glorifying the Chinese
culture in the future"; etc.
-
Enhancing the students' national identity: This impressed me most.
The Study Tour brought about a great impact on the participating
students in this aspect. Some of the comments from the students: "Joining
the trip to Beijing, I experienced lots of emotions and feelings. In the
past, I was quite embarrassed to sing the national anthem. However,
my emotions were stirred up when I stood at the stage to attend the flag
raising ceremony at Tiananmen Square. I felt honoured when I attended
the national flag raising ceremony and sang the anthem. I was puzzled
that I had such a strong feeling in my heart"; "During the visit, I saw a lot
of things and had many different feelings. Some of them were related to
the Great Wall, some were not. In general, I truly felt that I am a Chinese,
a member of the people. When I visited the Great Wall, I felt that it was
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really marvellous. When I attended the national flag raising ceremony,
I felt that the nation should be united together. When I visited the
Yuanmingyuen, I was very sad. I am really of the Chinese people! This
kind of feeling was very valuable and important, probably more valuable
than the knowledge that I obtained in the Study Tour. I am sure that I
have not had such feeling before I paid a visit to Beijing."
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