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Theory & Praxis on Student Development
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1、
Foreword

Adolescence has often been referred to as a stormy period of life. Young people at this stage experience not only a rapid physical growth, but also a drastic psychological change. The developmental process of this transitional period has a long-lasting impact on the achievements of the life that follows. According to Eric Erikson, 6 – 12 years old is the period of self-affirmation. Children having good performances will become more and more diligent. On the contrary, low achievers will deny their own ability and choose to give up. Age 13 – 19 is the period of searching for self-identity. Those who find their roles among their peers and the opposite-gender group can healthily probe for their pathways of life toward self-actualization. Those who fail to do so will deny their own personal value, leading to a confused life and getting lost in the social ebbs.

As secondary school teachers, we are accompanying adolescents in their stormy period of life and giving them guidance. Many of our students could not affirm themselves, at least academically, in their primarily schooling. Therefore we have to give them acceptance and affirmation during their junior high period, so that they may become self-confident persons. During their senior high period, we have to give them rooms to stretch their potentials and become leaders, so as to develop positive self-images and plan for their own careers with confidence.

2、 School Ethos

The objective of student development is not limited to inhibiting bad behaviours, implementing school rules, and helping students to study. Our greater mission is to help this group of youngsters entrusted to us to develop good and pure values as well as to build up healthy life styles. Good and pure values prevent them from getting lost in this crooked generation, and healthy life styles help them discipline themselves.

The Scriptures teach us that only good trees bring forth good fruit, and from the heart flows the spring of life. Intimidation, threat, humiliation and punishment cannot change the heart. Only with an aroma of love can the hopes and dreams of young people be awakened. Renewal of life comes only through love.

The Scriptures also teach us that “Let us not love in word, neither with the tongue; but in deed and truth.” Love has to be acted out to an extent that the recipients can feel it. And love has to be expressed with tolerance, trust, hope and patience. Love never ends.

Based on the above belief and our basic principles, we purposely devise the 5A School Ethos through which our students may be transformed with a renewal of mind. A school ethos can only be cultivated through the collaboration of all teachers. Only when the entire teaching staff holds the same belief can the school ethos be established on a solid basis. Policies and strategies can be bodies without soul. The 5A ethos has to be established among the staff team through mutual exhortation before this spirit of love be cultivated among the students.
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  1. Acceptance: Every one of us has limitations and weaknesses, but these do not affect our dignity in the eyes of the Lord. Therefore we should accept everyone despite his/her blemishes and discrepancies, and associate ourselves with the lowly and help each of them in accordance with their weaknesses.
    Accepting students does not mean that we have to agree to each of their actions. We have to set boundaries for our students, and penalties will be delivered whenever they cross the boundaries. But wrong actions do not debase our dignity as human beings which is divinely bestowed, and we should not humiliate students for their misbehaviours. On the contrary, we should lead them to goodness through questioning, reminding, exhorting, communicating, teaching, inspiring and discussing, etc.
  2. Affirmation: If acceptance focuses on students’ personal values, affirmation focuses on their ability and strength. We have to affirm the glamour of students, even though they may be transitory, so that they may understand our expectation, or even God’s expectation, toward them.
    Each one is unique and bestowed with different gifts. Each one is talented and capable. Glamour of life should not be compared with one another. Whenever improvement is demonstrated, affirmation should be given. Therefore we will use all opportunities to praise and award our students, and provide various accesses for them to discover their potentials and exhibit their talents. But much more important is the attitude of teachers toward them. One word of affirmation of the teacher is stronger than many awards.
  3. Amity: As a community, the school needs mutual respect. To have mutual respect, we need to observe social rules, to restraint our lusts and to respect the rights of others. Only then can we establish a harmonious community of love. We encourage our students to love this large family and protect the prestige of all students by disciplining themselves to be virtuous persons. Thus we are not merely emphasizing the observation of school rules, but to respect the rules with a heart of amity.
    This does not mean that we will implement the school rules leniently. Instead we solemnly set boundaries and firmly executing penalties, so as to restrain evil and manifest justice. But of more importance is a clear explication of the spirit behind the school rules and rational analyses of rights and wrongs, so as to lead the transgressors to the right path.
  4. Adoration: Everything good comes from God. So we have to stir up among our students a spirit of thanksgiving, acknowledging that “we love because God first loves us.” If students firmly believe that God is looking after them, they would be carefree even in the face of adversities, and can lead their lives with joy. Furthermore, we have to let our students understand that, when they have received such abundant grace from God, they should also offer their youthful strength to care for the world and contribute to the community, so that they may find their purpose of life through serving society.
    Thanksgiving and social requital evolve from adoration of God. We emphasize Christian education. Hence worship and pastoral care of churches are important elements of our student development program. We also emphasize social experience and services, so as to help our students cultivate a sentiment towards those in need. The essence of all these activities is to instil love in the hearts of our students.
  5. Aspiration: We believe that God has a plan for each one of us, and He wants us to live an abundant life in accordance with our talents and opportunities. So we have to guide our students to search for their goals of life, help them achieve the goals, and encourage them to do their best as a response to the love of God.
    Therefore we value career guidance, providing multiple pathways of development for students, and offering leadership training so as to stretch their potentials.

3、 Strategies

Ethos

Strategies

 

Acceptance

  • Form managements
  • Inter-class, inter-house and inter-school activities and competitions
  • IE class award
  • Harmonious Campus scheme
  • Growth camps
  • Sharing meetings between principal and students
  • Morning assembly, bi-weekly assembly, KC Channel
  • Youth Zone

 

Affirmation

  • Rites of Growth: F. 1 adolescent rite, F. 4 youth rite, F. 6 adult rite
  • KC Elite Award
  • Star of the Month election
  • Sapphire Award
  • Eminent Student election
  • One-person-one-post
  • One art & one sport program
  • Award presentations in morning assemblies
  • Variety show
  • Student leaders training
  • Morning assembly, bi-weekly assembly and KC Channel

 

Amity

  • 3 preparations for class
  • Class discipline assessment
  • Sunshine hour
  • Rehabilitation program
  • Parade training
  • Morning assembly, bi-weekly assembly, KC Channel

 

Adoration

  • Friday worship
  • General volunteers scheme
  • Social experiential learning
  • Social concern actions

 

Aspiration

  • Student leadership training
  • Career planning
  • Collected works of students
  • Alumni sharing




學生個人成長教育學習規劃

學習範疇 (一):  個人發展

培育期 茁壯期 含苞期

學習重點

中一二學生能夠

中三四學生能夠

中五六學生能夠

自我概念

  • 認識和肯定自己的價值
  • 適當地表達和處理自己的情緒
  • 懂得自我反省,追求良善

培育渠道:班級經營,生活營,生命教育,多元智能自選課程,一人一職,早會,學習歷程記錄

  • 認識自己的性格和潛能
  • 敢於挑戰自我,發展潛能
  • 勇於改過,追求完美人格

培育渠道:班級經營,生活營,生命教育,多元智能自選課程,一人一職,早會,學習歷程記錄

  • 肯定自己的能力和貢獻
  • 勇於承擔責任,尋求人生理想
  • 培養堅忍和節制的性情

培育渠道:班級經營,生活營,生命教育,多元智能自選課程,一人一職,早會,學習歷程記錄

人性尊嚴

  • 認識和肯定自己有神的形像
  • 承認自己虧缺了神的榮耀

培育渠道:生命教育,宗教週會,Youth Zone,學生團契

  • 立志盡力活出神的形像
  • 倚靠基督的恩典面對試探

培育渠道:生命教育,宗教週會,Youth Zone,學生團契

  • 立志彰顯神的形像,作鹽作光
  • 肯定生命主權屬於基督

培育渠道:生命教育,宗教週會,Youth Zone,學生團契

解決問題

  • 以積極主動的正面思維去面對逆境
  • 有效地運用解難技巧去處理問題

培育渠道:班級經營,生活營,歷奇活動,藥物教育,訓輔講座,牧愛小組

  • 尊重自己的生命,拒絶引誘,遠離邪惡
  • 有技巧地拒絶朋輩的引誘

培育渠道:班級經營,生活營,藥物教育,訓輔講座,牧愛小組

  • 持守自己的人生目標,不受外界的干擾
  • 勇於迎接挑戰,喜樂跨勝逆境

培育渠道:班級經營,生活營,領袖培訓

自我管理

  • 管理自己的校服儀容、課堂秩序、作業功課、課本用具
  • 管理自己的身體健康和生理轉變

培育渠道:開門三件事,生命教育,午膳自由行,陽光計劃,育苗計劃,性教育,健康教育

  • 管理自己的時間分配
  • 管理自己的學業成績
  • 管理自己的性生活

培育渠道:開門三件事,生命教育,班本自律計劃,陽光計劃,育苗計劃,性教育

  • 管理自己的個人檔案
  • 管理自己的生涯規劃
  • 管理自己的感情生活

培育渠道:生命教育,生活營,學習歷程記錄,十二使,性教育



學習範疇 (二):  群性發展

培育期 茁壯期 含苞期

學習範疇

中一二學生能夠

中三四學生能夠

中五六學生能夠

尊重及接納他人

  • 尊重別人的感受
  • 尊重不同的意見及文化

培育渠道:心靈加油站,生活營,和諧校園計劃

  • 體諒別人的軟弱
  • 重視團隊精神

培育渠道:和諧校園計劃,班會及級會活動,生活營

  • 與不同性格的人合作,以溫柔的心接納與自己不同意見的人
  • 按各人的強弱互相配搭

培育渠道:領袖培訓,班會及級會活動,生活營

溝通及人際關係

  • 合宜地表達自己的感受和觀點
  • 聆聽別人的意見和訴求

培育渠道:心靈加油站,生命教育,校長週記,共建美好校園交流會

  • 和諧地處理人際間的衝突
  • 培養雙赢思維

培育渠道:班級經營,生命教育,心靈加油站,共建美好校園交流會

  • 統合不同意見,建構更完善方案
  • 作和平之子,協助別人排解紛爭

培育渠道:領袖培訓,班級經營,綜合晚會

關顧及服務社群

  • 認識和體會弱勢社群的需要
  • 認識和尊重自己的公民責任

培育渠道:社區體驗,兼容教育,公民教育,訓輔講座

  • 關心和扶助弱勢社群
  • 履行公民責任

培育渠道:義工訓練,「大哥哥、大姐姐」計劃,公民教育,訓輔講座

  • 本仁愛的心,訂定計劃服務弱勢社群
  • 本良善的心,關心社會問題

培育渠道:義工服務,時事專題

尊重及愛護國家

  • 認同自己的國民身份
  • 認識國家的歷史及社會情況

培育渠道:山區之旅,中史科,升旗禮,生命教育

  • 以國民身份為榮
  • 關注國家事務

培育渠道:國民教育,生命教育

  • 以服務人民為己任
  • 以行動關懷祖國

培育渠道:國內短宣



學習範疇 (三):  學習能力

培育期 茁壯期 含苞期

學習重點

中一二學生能夠

中三四學生能夠

中五六學生能夠

學習的信心

  • 肯定個人學科及非學科各方面的才能

培育渠道:多元智能自選課程,十二使,校內表演及比賽

  • 敢於接受學科及非學科方面的新挑戰

培育渠道:專題研習,全方位學習,義工訓練及服務,社區表演及比賽

  • 相信自己有能力學習新的事物以面對變幻的前境

培育渠道:十二使領袖培訓,大型表演及比賽

學習的態度

  • 帶齊上課用品,交齊作業
  • 上課時專注聆聽、思考和發問
  • 對學習有興趣

培育渠道:開門三件事,陽光計劃,育苗計劃,全方位學習,學術活動

  • 反省學習的困擾,並尋求方法加以改善
  • 對學業認真負責,培養自修習慣

培育渠道:學習歷程記錄,暑期學院,班主任課,班級經營

  • 積極準備公開試,主動尋求協助及資源
  • 培養學習新事物的興趣,準備自己成為終身學習者

培育渠道:育苗,補課,專題研習,班主任課

學習的策略

  • 訂定溫習時間表
  • 掌握基本的學習技巧,如做筆記、記憶、閱讀,專題研習等
  • 掌握基礎的學習能力,如理解、組織等

培育渠道:班級經營,專題講座,學科訓練

  • 訂定生活作息時間表
  • 掌握解難技巧
  • 掌握進階思考方法,如分析、比較、推理等

培育渠道:班級經營,生命教育,通識訓練,學科訓練

  • 掌握高階思考方法,如批判、應用、立論等
  • 培育水平思維
  • 掌握應試策略

培育渠道:班級經營,通識訓練,學科訓練,專題講座



學習範疇 (四):  生涯規劃

培育期 茁壯期 含苞期

學習重點

中一二學生能夠

中三四學生能夠

中五六學生能夠

人生目標的釐訂

  • 肯定人生的意義和價值
  • 訂定一年的成長目標

培育渠道:學習歷程記錄,班級經營,生命教育,生涯規劃輔導

  • 積極尋求人生的意義和價值
  • 訂定五年的成長目標

培育渠道:班級經營,生命教育,生涯規劃輔導

  • 掌握到自己人生的意義和價值
  • 開始訂定自己一生的生涯規劃

培育渠道:班級經營,生命教育,生涯規劃輔導

人生態度的建立

  • 以認真和負責任的態度去做好每一天的事情

培育渠道:學習歷程記錄,班級經營,生命教育,生涯規劃輔導

  • 以認真和負責任的態度去做好生活上的不同角色

培育渠道:班級經營,生命教育,生涯規劃輔導

  • 以認真和負責任的態度去準備自己承擔將來的人生角色

培育渠道:班級經營,生命教育,生涯規劃輔導

升學就業資訊

  • 了解和種職業類別的性質和基本要求
  • 從互聯網中取得有關職業的資訊

培育渠道:生涯規劃輔導,升學就業資訊

  • 認識各種職業類別的能力及學術要求
  • 按個人能力和志向選取相關升學和就業的資訊

培育渠道:生涯規劃輔導,升學就業資訊

  • 按自己的能力和志向,釐訂自己的生涯進路
  • 認識與自己相關的升學或就業資訊

培育渠道:生涯規劃輔導,升學就業資訊,商校計劃,參觀大專院校

 
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