The Rise of Contemporary China

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Education Bureau Web- based Learning Course in
Humanities

• The Rise of Contemporary China
• (English Version Only)
• 1. Course structure and objective
• 2. Level 1 (Foundation Learning)
• i. Types of questions
• ii. Course structures and contents
• iii. Samples
• 3. Level 2 (Case Studies Learning / Independent
  Research)
• i. Rationale of design
• ii. Characteristics
• 4. Level 3 (Project Learning)
• 5. How to identify the right students to
  participant
• 6. Nomination and follow up work of teachers

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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 higher 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.

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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 1978 2.1 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 Strategyfrom Special Economic Zones to Western Region of China 2.5 China Makes, the World Takes
Domain 3 Political Transformation Since 1978 3.1 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 1978 4.1 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
Matching
Mind mapping
open-ended questions Learning Journal is
provided to encourage students extended
learning to enhance self-learning ability
Chart-filling
Challenges
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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
• Samples on Question Types
• 2. Illustrations on how to enhance students
  higher order thinking skills.

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Multi-media Learning Hyperlink RTHK Hong Kong
Connection Cheap Labour
Unit Topic Economic Reforms since 1978 China
Makes, the World Takes
Skills To analyze judge After 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 Chinas products
in the global market.
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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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Unit Topic Economic Reforms since 1978 China
Makes, the World Takes
Skills To summarize Interpret the findings
from different materials (including charts and
figures). Then formulate the historical
development and current trend of Chinas
overseas direct investment Q Which statements
correctly describe Chinas overseas direct
investment? a. Hong Kong attracts the largest
amount of Chinas overseas direct investment. b.
Chinas 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
Chinas overseas direct investment. d. In
2007 the United States was one of the top ten
destinations for Chinas overseas direct
investment.
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Graphic illustration The Cat Theory of
Deng Skills 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 Peoples
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 Reading Hyperlink Skills To analyze
reasons behind Chinas 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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Unit Topic Transformation of Rural Economy
Matching description with graphic
illustrations. Q To deduct the negative
consequences of the Planned 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
  performance 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 opinion 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/ambassadres
  s and will gain experiences in conducting the
  Activity. Through the implementation of the
  Activity, schoolmates or other audiences/participa
  nts 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
Design and hold a programme for the campus radio
or campus T.V.
Organise a Fair for students of other schools
(e.g. primary students)
Organise a Knowledge Quiz on contemporary China
for fellow schoolmates
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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
Students assignments
HK/ International relevant awards
Students products
Class observation
Nomination
Recommendation by Teacher
Parents recommendation, followed by
teachers
Self recommendation, followed by teachers
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
One Coordinating teacher to coordinate the
nomination of all students

• Schools should
• appoint

Supervising Teacher A Supervise the learning
progress of Student D on need basis
Supervising Teacher C Supervise the learning
progress of Student F on need basis
Supervising Teacher B Supervise the learning
progress of 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)

• Check if students have finished
• staging the Activity
• 2. Write comments on E3B Form Part 3
• Verify the above by signing on E3B Form

Coordinate the implementation of the Activity
or provide guidance to students on need basis