Innovation Confi guration for Higher-Order Thinking Curriculum Implementation - An Exploratory Analysis
Helping students to develop their higher-order thinking (HOT, in abbreviation) capability is a commonly stated goal in educational statements worldwide. This has also become a significant objective in the curriculum reforms in Hong Kong, which aims at better preparation of our students to meet the challenges of the new era. The paper discusses findings from a study which evaluates how two primary schools in Hong Kong implemented a HOT curriculum. To evaluate the degree of implementation of the HOT curriculum in the schools, the technique of Innovation Configuration Mapping (IC Mapping) was used. This technique, developed by Hall & Hord, is a means to assess the implementation of an innovation. By figuring out the IC Maps of the case schools, the ideal form of HOT implementation is further defined. It was found that some lessons were taught with more ideal forms of implementation while many others were taught with less desirable ones. Two major types of HOT lessons: “technical” one or “enacted” one, were identified. Furthermore, an analytical framework with fi ve dimensions of HOT teaching was generated from the research findings. Recommendations for further advancement of HOT teaching are also provided.
|關鍵詞||革新形貌、高階思維教學、課程範式轉變、課程變革與實施、關注為本採用模式、innovation confi guration、higher-order thinking、paradigm shift in curriculum and teaching、curriculum change and implementation、concerns-based adoption model|