A Commentary On Reading,writing,listening And Speaking Proficiency Of Hong Kong's Senior Secondary Curriculum

Since Hong Kong was returned to China in 1997,the communications between mainland China and Hong Kong have become increasingly close.In response to the trend of the times,Hong Kong started to promote the new curriculum reform in 2005,which was officially implemented in the senior high school segment in 2009.Since then,the school systems of the two places have been formally unified,which have strengthened the educational adhesion and provided solid foundation for educational research as well.Based on the Chinese curriculum reform in New Senior Secondary Education in Hong Kong,the article discusses the teaching mode of "being led by reading,writing,listening and speaking ability;promoting the study of literature,Chinese culture,moral sentiment,thinking and self-study of Chinese;organically combining and connecting all learning areas" in Hong Kong through the research on senior secondary Chinese textbooks and the assessment models of examinations.And it uses the logical thinking mode of combination,induction and deduction as well as to conduct a comprehensive analysis and draw relevant conclusions,put forward some unique insights,and finally form research results.It is expected to promote the interactive development of Chinese education in both regions and make own contribution to the reform of Chinese curriculum in mainland China and Hong Kong.The article is divided into 3 parts: introduction,main body and conclusion.The main body consists of 4 chapters.It is organized as follows:Introduction: This part gives a brief innovation of the research,research methods and related research reviews.Chapter One: An Overview of Hong Kong Chinese Curriculum.This chapter briefly introduces Hong Kong's Chinese education in terms of curriculum guidelines for Chinese language in secondary schools,school system,curriculum,textbook system and textbook compilation principles,which aims at providing background materials and factual basis for the further study of this paper.Chapter Two: Design of Listening,Speaking,Reading,and Writing ability in Chinese Textbooks for Senior Secondary Schools in Hong Kong.This chapter studies the textbook "New Senior Secondary School Chinese Language" published by the Hong Kong Educational Publishing Company.Starting from the guidelines,unit composition and compiling methods,it analyzes how textbooks to cultivate and develop the Chinese proficiency with the humanistic theme as the framework and the reading,writing,listening and speaking ability asthe composition.Chapter Three: Public Assessment of Senior Secondary Schools in Hong Kong.Through the study of the secondary school diploma examination(equivalent to the national college entrance examination in mainland China),this chapter analyzes how to combine the public examination with the school-based assessment to evaluate the students' ability.Chapter Four: Conclusion and Enlightenment.This chapter shows that the pros and cons of Hong Kong's teaching modes,the effectiveness of the proficiency-based teaching and assessing method as well as what our curriculum reform can learn from that.