One is not less (Handling of individual differences)

Author: Huang Xianhua, Zhu Jiajing (editors)
Publisher:
Publishing Date: 2003-10-01
Features: The large-scale research project "Learning Motivation and Patterns of Primary School Students in Chinese, English, and Mathematics" implemented by Professor Huang Xianhua and others from the Education Faculty of The Chinese University of Hong Kong not only showcases a unique research style but also represents one of the concrete outcomes of educational reform in Hong Kong. Now, Professor Huang Xianhua and others have written their research findings into the book One Cannot Be Left Behind: Handling Individual Differences, published in Taiwan. It is believed that this book will bring many insights to educational reform in Taiwan. For any educational reform concept to be implemented in teaching practice and achieve its ideals, it is not only about conceptual reconstruction but also about structural reorganization and cultural renewal. This is precisely the fundamental premise and important concept of this book, as well as the specific direction for future educational reform in Taiwan.
First, in terms of conceptual reconstruction, they propose the concept of "One Cannot Be Left Behind." They emphasize that compulsory education must focus on students' individual differences. Through various forms and channels of school teaching and classroom activities, every student should have the opportunity to develop themselves on a common starting point, and establish their own life philosophy and values, so that they can leverage their strengths and showcase their talents in future work. "Handling individual differences itself is a process of reconstructing 'learning motivation' and 'learning patterns' for teachers." Therefore, they propose the TARGET model, starting from teaching and learning factors such as tasks (Task), authority (Authority), recognition (Recognition), grouping (Grouping), evaluation (Evaluation), and time (Time), to explore specific frameworks that can promote learning motivation and adapt to different learning environments, allowing every student to experience the meaning and joy of learning and shine in their own lives.
Second, in terms of structural reorganization, the Hong Kong Special Administrative Region Government has established the "University-School Partnership Collaboration Center" at The Chinese University of Hong Kong to strengthen cooperation and development between universities and primary and secondary schools, enabling researchers and practitioners to achieve professional growth through joint communication, reflection, and exploration. This book particularly emphasizes the concept of "research-based practice," where universities, primary and secondary schools, and curriculum development departments form collaborative teams, providing teachers with a valuable opportunity to boldly challenge long-standing practices and ideas, thereby reflecting on and expanding their new understanding of school teaching. University researchers engaged in teaching research can also use this opportunity to reflect on and explore their teacher training work. Thus, this collaborative relationship serves as a bridge connecting educational theory and practice, educational research and practice, teacher education and school education, and it opens up a possible pathway for further exploring the future direction of education in Hong Kong. This structural reorganization is precisely the direction in which Taiwan's educational reform should strive. Effective partnership relationships not only reflect changes and improvements in classroom teaching but also signify a transformation in the overall teaching culture of the school—this is the issue of cultural renewal. Principals bear the responsibility for curriculum and teaching leadership, encouraging teachers to participate in school decision-making, identify problems, and conduct action research. Together with teachers, students, and parents, they should thoughtfully reflect on and collaboratively construct the meaning of school curriculum, developing higher-order self-judgment and management skills. Action research not only enhances teachers' teaching capabilities, enabling them to solve practical problems in their work, but also empowers them (empowerment) through systematic self-study, self-evaluation, and self-monitoring, thereby achieving personal professional development.
In summary, teachers are the key to curriculum reform. If every teacher is a researcher and every classroom is a laboratory, then every school will become a center of curriculum reform. At this point, teacher research is also curriculum research and teaching research, and it is also the reform of curriculum and teaching. Teacher development is also curriculum development and school development. It can even be said that without teacher development, there would be no curriculum development, nor school development. Only by paying attention to these issues can the ideal of "One Cannot Be Left Behind" be realized. This book presents the concepts and specific practices of educational reform in Hong Kong in recent years, and it is believed that it will allow us to delve deeper into the issues of educational reform in Taiwan, providing more insights and guidance. Professors Huang Xianhua, Lee Zijian, and Huang Yiyin, among others, are highly regarded in the Chinese education community and are also my long-time friends. I am delighted to see their work published in Taiwan, hoping it will benefit the academic community there and further promote academic exchange between Taiwan and Hong Kong.