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The document discusses various teaching approaches and strategies for business studies, including lecturing, group discussions, debates, case studies, simulation games, role-playing, projects and surveys, field trips and visits, and using press cuttings. It emphasizes using a combination of pupil-centered and practical application approaches, rather than just traditional didactic teaching. Teachers are encouraged to design lessons that involve students actively and relate concepts to real-life business situations in Hong Kong. A variety of strategies should be adopted based on lesson aims, student abilities and available resources.
The document discusses various teaching approaches and strategies for business studies, including lecturing, group discussions, debates, case studies, simulation games, role-playing, projects and surveys, field trips and visits, and using press cuttings. It emphasizes using a combination of pupil-centered and practical application approaches, rather than just traditional didactic teaching. Teachers are encouraged to design lessons that involve students actively and relate concepts to real-life business situations in Hong Kong. A variety of strategies should be adopted based on lesson aims, student abilities and available resources.
The document discusses various teaching approaches and strategies for business studies, including lecturing, group discussions, debates, case studies, simulation games, role-playing, projects and surveys, field trips and visits, and using press cuttings. It emphasizes using a combination of pupil-centered and practical application approaches, rather than just traditional didactic teaching. Teachers are encouraged to design lessons that involve students actively and relate concepts to real-life business situations in Hong Kong. A variety of strategies should be adopted based on lesson aims, student abilities and available resources.
Essentially, the syllabus covers the various aspects o the
theoretical an! practical phases o business" T#o !istinct an! e$ually i%portant processes are thereore involve! in teachin&, that o ac$uirin& 'no#le!&e an! s'ills an! that o applyin& the 'no#le!&e an! s'ills to the practices o business" The practical application o business 'no#le!&e an! s'ills #ill contribute to a clear un!erstan!in& o #hat have been learnt an! hence orti(es the (rst process"
It is believe! that an e)ective instructional strate&y or the course %i&ht be&in #ith pupil*centre! teachin& an! that the con!uct o various pupil activities #ill %a'e learnin& interestin& an! %eanin&ul" Opportunities or personal involve%ent an! practical application o 'no#le!&e an! s'ills can also be provi!e! by these learnin& activities" Thereore, apart ro% presentin& the sub+ect contents by teachers #ith the tra!itional !i!actic approach, it is reco%%en!e! that pupils shoul! be %ore actively involve! in the process o learnin&" It is also e%phasi,e! that the teachin& o -usiness Stu!ies shoul! be relate! to real lie situations as ar as possible" .henever easible, teachers shoul! try to relate to the issues at han! to Hon& /on& situations, so that not only th epupils0 interests are arouse! but also they coul! be %a!e a#are o the %echanis% #hich sets the %otion o Hon& /on&1s business activities"
The ollo#in& are so%e o the #ays in #hich pupils coul! be assiste! in the learnin& o the sub+ect2
3" 4ecturin& A lecture involves a continuous or%al e5position o or !iscourse on so%e topics by the teacher" Thou&h it is critici,e! on its autocratic style an! the or% o one*#ay co%%unication, it is typically use! to intro!uce sub+ect 'no#le!&e an! speciali,e! inor%ation" Its e)ectiveness !epen!s very %uch on its plannin&, structurin&, brevity, the teacher0s style o presentation an! the use o teachin& ai!s"
6" Group Discussions Pupils are !ivi!e! into &roups to !iscuss a &iven topic in or!er to e5chan&e vie#s, !evelop a concept or to solve a proble%" The teacher is responsible or supplyin& &ui!elines or the !iscussion, elicitin& responses a%on& pupils, sti%ulatin& the% to interact #ith each other an! evaluatin& their peror%ance" Each &roup shoul! be re$uire! to present an oral or #ritten report su%%in& up the conclusion an! (n!in&s o the !iscussion" 7" Debates Pupils are to be !ivi!e! into t#o si!es each presentin& its ar&u%ents or an! a&ainst a topic or an issue o the business (el!" -usiness e!ucation provi!es %any opportunities or the e5pression o !i)erent philosophies o lie" These !i)erences shoul! be allo#e! to be aire! reely an! thorou&hly so that pupils %ay !evelop respect or the opinions o others, learn to thin' creatively an! critically an! !evelop an ability to co%%unicate #ith others convincin&ly"
8" Case Stu!ies A case is a !escription o an actual proble% situation, or a situation #hich atte%pts to si%ulate as ar as possible the business environ%ent, in #hich !ecisions have to be %a!e" Pupils are re$uire! to e5a%ine an! analyse the situation in or!er to i!entiy the proble%s an! reco%%en! easible solutions" This %etho! atte%pts to sho# ho# business 'no#le!&e an! principles #hich have been learnt can be applie! to solve proble%s in the business #orl!"
9" Si%ulation Ga%es A si%ulation is a representation o reality, %o!ellin& the critical eatures o the real #orl!" Si%ulations #ith the characteristics o a &a%e, i"e" involvin& participants to co%pete or co*operate or pay* o)s accor!in& to prescribe! rules, can be use! to %otivate learnin& throu&h the en+oy%ent o participation" -oth si%ulations an! &a%es provi!e opportunities or pupils to practise the s'ills an! to apply the principles that they have learnt in an environ%ent ree ro% ris'" It is !esirable that teachers shoul! run the event beore !eci!in& to use it an! plan careully so as to use the %etho! e)ectively"
:" Role*playin& In role*playin&, pupils are re$uire! to put the%selves in the position o participants in real lie situations o the business #orl! such as +ob intervie#, buyin& an! sellin& o &oo!s, business %eetin&, etc" They have to act an! react spontaneously as they interact #ith other participants !urin& the role*playin& sessions" Throu&h actin& an! reactin&, pupils are li'ely to visuali,e the !epth o the proble%s acin& their o#n roles as #ell as those o the others in the #hole peror%ance"
;" Pro+ects an! Surveys -usiness Principles an! concepts tau&ht in the classroo% are oten %eanin&less unless pupils have the opportunity to investi&ate the utili,ation o such in the business #orl!" A pro+ect is a planne! learnin& activity that re$uires pupils to &o outsi!e their classroo%s an! interact #ith the business co%%unity" Pupils can #or' in &roups or in!ivi!ually to observe an! collect inor%ation or a &iven issue, to analy,e an! evulate the inor%ation obtaine!, an! to !ra# conclusions" A report on #hat have been oun! shoul! also be presente!"
<" =iel! Trips an! >isits There are %any business establish%ents #hich %i&ht provi!e appropriate (e! trips or pupils o -usiness Stu!ies" =iel! trips to business an! co%%ercial institutions help !evelopin& better un!erstan!in& an! &ive ar better visual inor%ation o %any thin&s that can be tau&ht in class" A careully !evise! an! thou&htully e5ecute! plan is necessary or %a'in& the visit e!ucational an! successul" The plan %i&ht inclu!e ho# to arran&e #ith the or&ani,ation to be visite!, ho# to brie pupils or the visit, ho# to or&ani,e the% into &roups, an! ho# to con!uct ollo#*up activities"
?" Press Cuttin&s Ne#spapers, %a&a,ines an! other publications provi!e up*to*!ate inor%ation o the business #orl! #hich are useul supple%entary %aterials or the te5tboo's" Pupils shoul! be encoura&e! to rea! ne#s an! articles on business issues an! or% a habit to collect these ne#s an! articles in (les or scrap boo'!s" An analysis an! co%%ent on the issue recor!e! shoul! also be %a!e by the pupils the%selves"
The approaches !iscusse! above are by no %eans e5haustive" The !iverse strate&ies available or business lessons are not li%ite! to these" Teachers are encoura&e! to !ivise an! a!opt !i)erent activities an! resources in the teachin& o -usiness Stu!ies in or!er to attain the course ob+ectives e)ectively" They are a!vise! to a!opt a co%bination o teachin& %etho!s" The choice o an oti%u% co%bination o strate&ies #ill, o course, !epen! very %uch on the speci(c ai%s o the lesson, abilities o the pupils, resources available an! %any other actors" It is the teachers0 responsibility to !esi&n an appropriate %i5 o the teachin& approaches to suit their pupils"