教育

普教中,官校慢推,耶校搶住推/山地媽

小時候,轉校當食飯,基督教、天主教、佛教、官校都讀過。

現在輪到我要幫仔女揀學校。本身不是教徒,對學校宗教背景沒有特別要求。學校環境、師資、口碑、教學語言、功課量等都比宗教背景重要。當然,只要沒 有走火入魔,每個宗教都有可取和導人向善之處,學校要對學生講耶穌,我並不抗拒,甚至覺得是好事。不過,做過些功課後,原來一樣米養百樣人,信耶穌的學校 也有分很多種。

有幾個大型基督教會,大大力反對同志平權,除了在教會和學校裡宣揚反同訊息,還搞六個一(一男一女一夫一妻一生一世)遊行,順便叫屬下學校的學生家長去撐場。雖然我是直的,但對教會搞這種恐同示威完全看不過眼。

天主教會本來對婚姻和家庭的態度很保守,但現任教宗說 “Who am I to judge”,一句點出某些教會選擇性解讀聖經來打壓異己的毛病。

讀書時聽過幾年耶穌,記得聖經常說要跟從主的道路、做正確的事,好像沒有說過要跟從大潮流。聖經故事人物如耶穌和摩西,就是為跟從主而逆大潮流而 行。(我不算很熟悉聖經,如有不是請指正。) 不過,現在普教中是教育界的大潮流,好些大教會屬下學校都率領潮流、順應潮流,紛紛推普教中了。

聖公會規模在香港數一數二,校名含「聖公會」的小學就有 50 間,還未計拔萃、協恩等隸屬該會但校名不含「聖公會」字眼的學校。例如根據《普教中小學概覽》, 在這 50 間「聖公會 XX 小學」當中,38 間推行普教中,超過七成。校名有「天主教」字眼的小學有 48 間,只有 3 間不是普教中。校名有「浸信會」字眼的小學有八間,只有一間不是普教中。(筆按:幸得有心人整理列表,不過要找出每個教會屬下學校和每間是否普教中,實在 困難。用字眼如「聖公會」、「天主教」搜尋校名乃折衷之計,加上資料並非最新,上述數字未必反映一切,但大家看到也心裡有數吧。)

大教會學校稍有歷史的,都是有錢、有名氣,根本不用貪普教中所帶來的額外資助,也不用為奉迎家長、吸引收生而推普教中。愚以為教會以基督之名辦學,理應按聖經教誨去教導學生、做為學生好的事。大教會學校推普教中,相信是因為校長對聖經有不同解讀吧。

順帶一提,根據《普教中小學概覽》,全港約七成小學推普教中。不過,全港 34 間官小當中只有七間推行普教中,只佔約兩成,遠低於「全港七成」這個數字。普教中是政府弄出來的政策,不是應該先在官校推行嗎?怎麼變成教會學校 (以及其他資助學校) 身先士卒,擔任新政策的白老鼠了?

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分類:教育

9 replies »

  1. Some educators may have the belief that native language of Mandarin is the best option of educating the next generation. Over the last eighteen years since 1997, there has been much discussiosn and policy changes from time to time. This had inevitably lead to difficulty of the implementation of appropriate language as the teaching and learning media at the schools. The handouts of special grants to schools willing to adopt Mandarin as the teaching language is more an incentive than a coherent permanent solution as the implementation is limited to some schools only. This has also given the wrong impression to the community that the latest language policy is only optional and the outcome will therefore not as originally intended.

    It is really interesting to note that the religious schools have a higher rate of adoption of Mandarin as the teaching laguage than the government schools.

  2. This is not the case anymore. As a teacher myself, I notice that a lot of schools are not using putonghua to teach Chinese anymore. The end result of using putonghua was that students were not fluent in either dialect. It is also difficult for students to express themselves no matter how good they are at putonghua. This is especially the case in secondary schools.

    Liked by 1 person

  3. While Putonhua study is one thing, reading paper books after schools are becoming less popular nowadays. Young students tend to get the study resource or entertainment online which do not inspire thinking as the amount of information online is overwhelming. It is preferably to study well a second language at the younger age but that should not stop any adult learning another language if he/she feels essential for his/her further study or career advancement. Language study is a life long journey.

  4. It has been proven time and again that using a language other than the child’s mother tongue to perform education will hamper their results. The student needs to spend extra effort in both attempting to learn the foreign language and on top of that to utilise it to try and understand concepts being presented. Another problem that is in Hong Kong school education is that instead of learning the Chinese language in terms of stylistic techniques and improving on their expressive skills the focus becomes teaching Mandarin during Chinese classes. Imagine if during English lesson French was used instead – that’s exactly the problem being faced now.

    The dialect used in oral communication does not matter, so why force it to be something the kids can’t understand?

  5. Technically can the Chinese language study in Cantonese be kept and Mandarin progressively introduced at the secondary school levels when most of the students can master the basic oral, reading , writing skill of Chinese language as a minimum. Mandarin study can be treated as a second language like the foreign languages other than English and the students can be in a better position to pick up the Pin Yin(Pronunciation) and recognizing the simplified version of the traditional characters. The major challenge of picking the Mandarin dialect is the way of sentence construction due to the different custom and culture of the people living in northern provinces. Language study is not just learning to speak or listen. It is equally important to learn also the culture of the areas where Mandarin dialect is spoken.

    I concur with the previous reader’s comment that we should not force the kids to pick up the Mandarin dialect which needs time to learn and understand effectively. It is ideal to have Mandarin as the official speaking language in all provinces but we have also need to recognize the rich diversity of spoken dialects spoken within each province and there are lots of historical backgrounds, culture and customs which I feel should be maintained and passed on to the next generation.

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