The Education Bureau pushes the framework of values ​​education to increase the cultivation of a "hard-working" attitude to learn "love the country and love Hong Kong"

The Education Bureau today (30th) announced the trial version of the "Values ​​Education Curriculum Framework" applicable to primary and secondary schools. The framework was compiled in accordance with the 2008 "Moral and Civic Education Curriculum Guidelines", adding "diligence" as the tenth primary value and attitude to cultivate , And emphasized that students’ national concepts should be strengthened from an early age, to establish a national identity, and understand that being a Chinese has the responsibility to defend one’s home and the country.

The framework enumerates the learning expectations of students at each learning stage, and compares it with the existing guidelines. In the high school stage from Secondary 4 to Secondary 6, it originally stated that "recognition of the rule of law and respect for human rights is important to society", the new version deletes "respect for human rights" and changes In order to "conscientiously fulfill civic responsibilities and put public welfare as the most important," he also proposed to learn "love the country and love Hong Kong."

The Education Bureau today (30th) announced the trial version of the "Price-based Education Curriculum Framework" applicable to primary and secondary schools.

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We should think and judge based on the well-being of the country and society upholding positive values

The Curriculum Development Council established the "Standing Committee on Values ​​Education" in December last year to follow up on the recommendations of the school curriculum review task force report and prioritize the implementation of values ​​education in schools.

The Standing Committee is compiled in accordance with the 2008 "Guidelines for Moral and Civic Education Curriculum".

The Education Bureau today released a trial version of the 89-page "Value Education Curriculum Framework". The content of the document mentions that values ​​influence everyone's views and attitudes towards things, and serve as the standards and principles behind people's judgments of right and wrong, choices and behaviors. .

When making a decision of "should we not do this?" or "is it right to do this?", we should not simply consider individual positions and opinions, but should also take the well-being of the country and the positive values ​​held by society together as judgments and judgments. The basis of decision-making.

Valuation education takes Chinese culture as the backbone and runs through different interdisciplinary values ​​education categories, such as moral and ethical education, civic education, national education (including the Constitution, the Basic Law, and national security education), anti-drug education, life education, and sex education. Education, media and information literacy education, sustainable development education, human rights education under the legal framework, etc.

The framework adds "industriousness" as the tenth primary value and attitude to be cultivated.

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Join the value of ``hardworking'' and cultivate ``happy to work''

The framework adds “hard work” as the tenth most important value and attitude to cultivate, saying that as society becomes rich, some bad habits and bad habits, such as fluke mentality, laziness, love and leisure, greed for pleasure, gain for nothing, extravagance and waste, etc. gradually form, which will bring young people to life. Come negatively.

The document proposes to gather the strengths of families, schools and society to educate students in their daily lives to study diligently, use their hands and brains, experience practice, sweat hard, be considerate and respect the working class, and let them exercise their physique and temper their will through labor and service. , To cultivate the virtues of diligence and willingness to work in students, and become a new generation with qualities such as self-care ability, diligence, sense of responsibility and perseverance, and make contributions to the family, society and the country.

In addition, the framework also emphasizes that students’ national concepts should be strengthened from an early age, helping students to correctly understand national history, appreciate Chinese culture and traditional values, respect national symbols and signs (including the national flag, national emblem, and national anthem), and understand the Constitution and the Basic Law. It is important to establish a national identity and understand that as a Chinese, you have the responsibility to defend your family and your country.

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Learning Expectation Delete "Respect for Human Rights, Critical Thinking" and Add "Love the Country and Love Hong Kong"

The framework enumerates the learning expectations of students at each stage of learning in primary and secondary schools, and compares it with the old guidelines. From the fourth to sixth stages, in the social and national life category, the original learning expectation is "recognition of the rule of law and respect for the importance of human rights to society." The new version deletes "respect for human rights" and replaces it with "recognize the importance of the spirit of the rule of law, correctly exercise the civil rights conferred by the Basic Law, and at the same time consciously perform civic responsibilities, and put public welfare as the top priority."

As for the old guidelines, "understand the challenges and opportunities the motherland is facing today from rational, multi-angle and critical thinking", delete "critical thinking" and replace it with "understand and care about the country's society and economy from rational and multi-angles." Development, challenges and opportunities in various aspects such as safety, security, technology, etc.".

In addition to "identifying one's own national identity and willing to take the responsibility of improving the well-being of the country and the people," it also added "love the country and love Hong Kong."

Schools can develop values ​​education courses with school-based characteristics based on the curriculum guidelines. They are not limited to specific courses, and can be learned in and out of the classroom in different subjects.

As for the proposals for national education, national security education or sex education and other independent subjects, the Education Bureau stated in the document that it does not agree to judge the effectiveness of values ​​education simply based on the number of class hours or whether the school offers independent subjects.

Yang Runxiong: Lay-levelism makes young people sluggish, values ​​education including patriotic education must be strengthened. Yang Runxiong: National Security Law restores peace to the campus and brings opportunities to strengthen values ​​education. Values ​​Education Committee: The curriculum structure is expected to be drafted in August and will not become a research evaluation method. Curriculum Development Council The newly established Values ​​Education Committee advocates a multi-organizational background for the Chinese Culture Committee