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Teaching & Learning Projects

TDG projects funded by UGC
  • Students as Teaching Partners: Developing Pedagogical Materials and Activities in Chinese Storytelling and Writing with Community Engagement under ‘Student Network Group’ Framework (with a Digital Archive of Chinese Narratives Open to the Public)
    • Project Leader - Dr LI Yuen Mei Fanny
Students as Teaching Partners: Developing Pedagogical Materials and Activities in Chinese Storytelling and Writing with Community Engagement under ‘Student Network Group’ Framework (with a Digital Archive of Chinese Narratives Open to the Public)
The project introduces a pioneering mode of teaching and learning which enables students to become active change agents with high degree of involvement and responsibility. It engages students as co-collaborators in developing pedagogy and curriculum for courses on Chinese storytelling and writing with community engagement. The project aims to mold students as proactive, confident and critical-minded individuals who are capable of introducing insightful ideas by increasing the level of students’ engagement in the teaching and learning process and hence, maximizing their learning experience.
The main objectives of the project include to enhance students’ learning experience by involving both teachers and students in developing a variety of pedagogical materials and activities, to cultivate students into active learners by developing their self-learning ability, leadership skills, analytical skills, language skills and communication skills through increased participation in the learning process, to establish an online digital database of Chinese narratives as well as to initiate exchange among scholars, teachers and students from the higher education field in Hong Kong. Student participants of the project would partner with the teaching staff and be heavily involved from the initial stage of teaching material design, curriculum design, literary review and planning of class activities for a Chinese storytelling and writing course to the concluding stage of the launch of a student-teacher conference, digital archive establishment and maintenance, book publication etc. Moreover, student participants would be able to design and conduct surveys to gather feedbacks from students taking the course with the goal to evaluate and improve the curriculum and course delivery.
Engaging students as collaborators in course development at cross institutional level is of prime significance as it gives the participating universities valuable insights on how students’ input could be incorporated in curricular development and more importantly, the way to maximize the learning outcomes and enhance the learning experience for every student in tertiary education in the future. With foreseeable substantial and favorable outcomes, this project is set to provide much-needed pedagogical directions for Chinese storytelling and writing for community engagement, and as such could benefit the higher education sector in Hong Kong as a whole.

Year: 2017 - 2020
Project Leader -
Dr LI Yuen Mei Fanny

 

Faculty-level TDG projects
  • Enhancing Pedagogical Knowledge: Teaching Chinese History and Promoting positive Psychology through Virtual Reality
    • Project Leader - Dr CHOY Yat Ling Elaine
  • Drama Education in Metaverse: Learning New Literacies beyond Classroom
    • Project Leader - Dr CHEUNG Hiu Yan Alice
  • Cultivating Students’ Global Perspectives through Course Design with an Emphasis on the Affective Aspect of Learning
    • Project Leader - Prof YU Kwan Wai Eric
  • Writing Plus: Using Creative Writing Pedagogy to Enhance Teaching Development
    • Project Leader - Mr WONG Yu Bon Nicholas
  • Open Annotation and Humanities Education
    • Project Leader - Dr CLAPP Jeffrey Michael
Enhancing Pedagogical Knowledge: Teaching Chinese History and Promoting positive Psychology through Virtual Reality

To align with the Education Bureau's Chinese History Curriculum Guide, this project employs Virtual Reality (VR) technology to design Chinese history teaching materials. This enables secondary school students to learn Chinese history through first-person "immersion" and "experience," while also enhancing positive psychology. Engaging EdUHK students in this project leverages innovative technology to elevate teaching quality, cultivate professional excellence, and ethical responsibility, achieving EdUHK's educational leadership goals.

During the 2022/23 academic year, the project collaborated with NetDragon to host five VR training sessions, enhancing participants' familiarity with VR teaching. Participants apply relevant theories and skills to teaching. Also utilizing the "VR Mysticraft+" software to create teaching materials showcasing positive psychological traits of Chinese historical figures such as Emperor Taizong of Tang, Zhuge Liang, and Hongwu Emperor (Zhu Yuanzhang). These traits correspond to virtues like kindness, magnanimity, and judgment. Participants have been continuously refining the materials after conducting trial teachings at partnered schools in July, 2023. The project aims to create six positive psychology VR teaching materials centered on Chinese historical figures and available for adoption in schools.


Year: 2022 - 2024
Project Leader -
Dr CHOY Yat Ling Elaine
Drama Education in Metaverse: Learning New Literacies beyond Classroom

The Teaching Development Grant (TDG) project “Drama Education in Metaverse: Learning New Literacies beyond Classroom” has started in January 2023, which aims to build an interactive, novel, and safe space for students to continue drama-learning after lecture and tutorial classes.

In this metaverse-learning environment, students can choose their own avatars to participate in various drama activities, such as process drama, character-profiling, and rolling roles, etc. Students can interact with each other in a virtual-physical form, using voice-over, texting, gesture, and movement to communicate. Implementing the metaverse platform will be blended with classroom activities to extend the teachings of communication skills and appreciation of dramatic literature in class. While language and literature learning serves as the starting point of this project, its ultimate goal is to develop students’ literacy skills. Literacy here refers to a way of thinking needed across the disciplines: from general operational skills, such as reading and writing, to thinking of the cultural and critical aspects.

In addition to providing a drama-blend package for drama and literature courses, the project also plans to deliver drama education workshops for EdUHK students and local secondary schools, because the effect of drama education in terms of personal growth is not only for participant/student, but also for facilitator/teacher. Students of EdUHK who participated in this project will have the opportunity to hold drama workshops in the local schools. Therefore, this activity would produce learning outcomes for the students of both EdUHK and local secondary schools. 

The construction of the drama-learning metaverse has been finished initially. Two workshops as pilot runs will be held this summer. After implementing this platform, it is expected to produce a new metaverse-based drama education conceptual model and also the empirical evidence to explore how metaverse can nurture creative impulse, competition, collaboration, inclusion, and integration for drama education.


Year: 2022 - 2024
Project Leader -
Dr CHEUNG Hiu Yan Alice
Cultivating Students’ Global Perspectives through Course Design with an Emphasis on the Affective Aspect of Learning
How do you hold in your mind the (seeming) contradiction that yes, there are important cultural differences-- but, it doesn't mean that it applies to every topic, or every person? Cultural psychologists will illustrate and emphasize interesting cultural differences with bar graphs, but we sure hope you don't misunderstand them. Let's take a look at why cultural differences shouldn't make you stereotype individuals: What it means when we say that "Within-culture differences are (almost always) bigger than between-culture differences."

Year: 2020 - 2022
Project Leader -
Prof YU Kwan Wai Eric
Writing Plus: Using Creative Writing Pedagogy to Enhance Teaching Development
Funded by the Teaching Development Grant, Mr Nicholas Wong founded Writing-Plus, which is an online e-learning platform offering free teaching materials designed by international poets, writers and translators. This project intends to provide local teachers with practical ideas for promoting literary appreciation and creative writing, which would in turn enhance learning English as a second language. The project aims to promote and foster students' innovation and creativity, and strength their capability as pre-service teachers to teach English language creative writing.

Year: 2019 - 2021
Project Leader -
Mr WONG Yu Bon Nicholas
Open Annotation and Humanities Education
Open annotation takes something that academics do habitually - annotating books and papers, often by writing in their margins - and makes it a collaborative, open-source poject. Applications of open annotation are being activiely exlpored in various fields (like computer programming) and in various contexts (like peer review). This project proposes that the open annotation tools now becoming available have a special relevance to humanities education. Despite the field's diversity, humanistic disciplines are fundamentally centered on examining the structures and details of complex texts like novels, histories, philosophies, and archives. While annotation has long been something that readers do alone, this project will show the powerful impact on learning that can be produced when students and instructors annotate together, reimagining the margins of texts as spaces of collaborative, engaging learning and teaching. It will explore how instructors can annotate digital texts in ways that are visible to students, and how students can respond to their instructors and to one another if everybody is looking together at the same digital documents. Finally, by exploring open annotation across disciplines, in different contexts, and with varied assessment strategies, this project identifies open annotation as a key to integrating blended learning into humanities education.

Year: 2018 - 2019
Project Leader -
Dr CLAPP Jeffrey Michael

 

Department-level TDG projects
  • Picture book X Literary Creation: Cultivate the Humanistic Spirit

    • Project Leader - Dr CHOY Yat Ling Elaine

  • Beginning Research in Literature and Cultural Studies: A Companion to Honours Projects

    • Project Leader - Dr AU Chung To

  • Prepare a Workable Thesis for Literature Papers: A User-Friendly Guide

    • Project Leader - Dr CHANG Tsung-chi Hawk

  • Into the Picture Book Landscape: Facilitate the Pedagogy of Reading and Writing 

    • Project Leader - Mr SY Wai Nok

  • Learning History through Artifacts: A Workshop on the Theory and Practice of Stele Rubbing

    • Project Leader - Dr LEI Chin-hau

  • Metaverse “History Adventure”: A Pilot Project for Creating Virtual Reality Teaching Material Sets on Historical Figures

    • Project Leader - Dr CHOY Yat Ling Elaine

  • Guided by the Senses: Enriching the Creative Writing Curriculum with Experiential Learning

    • Project Leader - Mr WONG Yu Bon Nicholas

  • Approaching Theatre for the Impression of Drama

    • Project Leader - Dr CHEUNG Hiu Yan Alice

  • Writer-in-residence Programme: Creativity, Practices and Curriculum (Stage I)

    • Project Leader - Mr WONG Yu Bon Nicholas

  • Empowering Students in Their Final Paper Writing: A Student-based Approach

    • Project Leader - Dr CHANG Tsung-chi Hawk

  • The Multidimensionality of Interpretation and the Teaching of East Asian Classical Chinese Poetry

    • Project Leader - Dr SHANG Haifeng Aaron

  • One City One Book Student Ambassadors

    • Project Leader - Dr BANERJEE Bidisha

  • Popular Culture Education A Case Study of GE course on K pop 

    • Project Leader - Dr KANG Jong Hyuk David

  • Expansion Project for Teaching Materials in Introduction to Literature Courses

    • Project Leader - Dr PAK Wan Hoi Anthony

  • On-Site Research and Teaching of Li Shangyin’s Poetry 

    • Project Leader - Dr YIP Cheuk Wai

  • How do Field-based Learning Contribute to the Study of Intangible Cultural Heritage in Hong Kong 

    • Project Leader - Dr MA Kin Hang Matt

  • Exploration of Teaching Materials for Close Reading

    • Project Leader - Dr LEUNG Man Yee

  • Learning Materials for Creativity in Literature 

    • Project Leader - Dr PAK Wan Hoi Anthony

  • Development Project of Teaching Material on Creative Writing: 10 Keywords on Writing Shorts Stories 

    • Project Leader - Dr LI Yuen Mei Fanny

  • Exploring the Teaching Content and Methods of “Ancient Jade and Chinese Culture”

    • Project Leader - Dr WONG Leung Wo

  • The Application of “Learning-Oriented” Teaching Strategies in Oral Chinese Classes

    • Project Leader - Dr TAM Chi Ming

  • Development Plan for Teaching Materials in Introduction to Literature Courses

    • Project Leader - Dr PAK Wan Hoi Anthony

Picture book X Literary Creation: Cultivate the Humanistic Spirit

The Department of Literature and Cultural Studies (LCS) of the Education University of Hong Kong (EdUHK) organised a contest and exhibition about picture books and creative works. The events connected reading, drawing and artificial intelligence, with the objective of encouraging university students to learn about keloid scars and develop a positive attitude towards illness and accompanying patients. Additionally, the events also aimed to enhance students’ humanistic caring spirit and promote to members of the public the idea of caring for others in our society.

Held between November and December in 2024, the contest required participating EdUHK students to read a picture book designated for the contest, and then submit an AI-generated creative output accompanied by a short reflective statement demonstrating understanding and support for keloid scar patients. The picture book, “Worry Leo and Mr Crab”, authored by Dr Elaine Yat-ling Choy, Lecturer I of LCS, is a story about a little lion named Leo who journeys under the sea with his family and runs into an accidnet, which results in an endlessly itchy, painful scar on his arm that is difficult to get rid of. The book, imbued with Dr Choy’s own educational theory (i.e., SMILE), explores how keloid scar patients mentally react to the illness at different stages, and conveys the concept of how they could be cared for. At the end of the contest, a total of seven outstanding works were selected based on the judges’ evaluations and the number of “likes” received on Facebook and Instagram. 

The creative works were showcased at an exhibition dedicated to keloid scar patients, which was held between 19 December 2024 and 15 January 2025, at Joint Publishing’s culture and lifestyle flagship store in Wan Chai. The creative outputs by keloid scar patients engaged in art therapy were also displayed. After the exhibition launched, Dr Elaine Choy attended a sharing session on keloid scars co-organised by Fei Fan Publication and My Book One Club. Apart from introducing “Worry Leo and Mr Crab” to the audience, Dr Choy discussed keloid scars with the other speakers, including Dr Tony Chan from Genesis Minimally Invasive Surgery Centre, Edith in her capacity as the chairperson of the Keloid Association of Hong Kong, and keloid scar patient Rachel. The topics discussed were about how picture books and artistic production bring an influence in terms of caring for patients, what keloid scars are, and how to deal with them.


Year: 2024 - 2025
Project Leader -
Dr CHOY Yat Ling Elaine
Beginning Research in Literature and Cultural Studies: A Companion to Honours Projects

This project will provide students taking “Honours Project I: Research Methods and Proposal” (HP I) with supplementary exercises to help them develop as passionate researchers, independent inquirers, and knowledge creators in literary and cultural studies disciplines. These supplementary exercises serve to strengthen one of the Graduate Attributes (Innovation) and support three of the Generic Intended Learning Outcomes (Problem Solving Skills, Critical Thinking Skills, and Creative Thinking Skills) laid down by the University. To do this, the project aims: 

  • To enhance students’ ability to identify research topics 
  • To assist them in devising comprehensive research plans with a more holistic and dynamic understanding of the rationale behind various research skills 
  • To inspire them to perform more extensive searches for knowledge relevant to their own research 
  • To better prepare them with research visions that will prove sustainable in the long run 
  • To develop a practical online platform for them that can be adapted and optimized for future projects 

Year: 2023 - 2024
Project Leader -
Dr AU Chung To
Prepare a Workable Thesis for Literature Papers: A User-Friendly Guide
  • To help BA(LS), BEd(EL), and BA(LS) & BEd(EL) Double Degree students effectively present a workable thesis 
  • To prepare a document providing user-friendly guidelines on presenting a strong argument in literature papers

Year: 2022 - 2023
Project Leader -
Dr CHANG Tsung-chi Hawk
Into the Picture Book Landscape: Facilitate the Pedagogy of Reading and Writing
  • To promote literary walks as experiential learning in current LCS Creative Writing and Children’s Literature courses (LIT 2003 and LIT 1002). 
  • To appreciate the creation of local picture books. 
  • To apply the reading and writing skills into concretely feasible teaching plans. 

Year: 2022 - 2023
Project Leader -
Mr SY Wai Nok
Learning History through Artifacts: A Workshop on the Theory and Practice of Stele Rubbing

The technique of “stele rubbing” first appeared during the Southern and Northern Dynasties. It involves applying Xuan paper dampened with a solution bletilla striata to the surface of a stone tablet, then hammering or beating and brushing with ink before removing the paper to replicate the carved texts and images. This workshop intends to impart this unique skill and achieve the following educational objectives:

  • To explore and present history through the use of stone inscription materials
  • To appreciate the calligraphic artistry of stone inscriptions
  • To pass on the exceptional art of stele rubbing
  • To employ stele rubbing techniques in the preservation of cultural heritage

This project teaches students to explore the historical and artistic value of steles, thereby opening up new perspectives for our department’s history courses. The steles replicated under this project can also be used as course materials for the subjects offered by our department, including “HIS 1022 Methodologies: Sources, Practices and Field Research”, “HIS 2031 Chinese History (Part III): From the Song Dynasty to the Mid-Qing Period”, and “Taiwanese History: The Link between Tradition and Modernity.” Furthermore, the stele rubbing techniques taught in this project can be applied to the preservation of stone relics, which not only echoes the “public history” development direction of the Capstone Project in our history curriculum but also serves to strengthen the teaching in our newly established “Bachelor of Arts (Honours) in Heritage Education and Arts Management” program.


Year: 2022 - 2023
Project Leader -
Dr LEI Chin-hau
Metaverse “History Adventure”: A Pilot Project for Creating Virtual Reality Teaching Material Sets on Historical Figures

In line with the recent emphasis in education on the “metaverse,” “virtual reality,” and “immersive learning,” this project will integrate innovative technology into the teaching of Chinese history. Through lectures, workshops, and other activities, our Chinese History major students will gain an understanding of current applications of virtual reality in education and learn how to create VR scripts. Ultimately, the students will develop a localized set of virtual reality teaching materials themed on historical figures. This initiative will not only enhance the participants’ professional competencies in education but also support the Department of Literature and Cultural Studies’s mission to foster students skilled in developing digital teaching materials and advancing their historical education expertise. Moreover, it will assist the Faculty of Humanities in engaging with local primary and secondary schools and in collaborating with both local and international partners to facilitate knowledge transfer, thereby responding to the local need for a broader historical educational perspective. It also aligns with our institution’s commitment to leading educational innovation.

 

The project’s objectives are as follows:

 

  • Provide students with a resource repository and interactive platform, with the outcomes also converted into teaching methodology course materials for BEd(CHIST), BEd(HIST), and PGDE(HIST) programs.
  • Enable students to understand the teaching purposes and goals outlined in the Education Bureau’s history curriculum guidelines and promote historical teaching in innovative formats.
  • Support and encourage students in applying teaching theories to practice.
  • Through professional seminars, allow students to evaluate, consolidate, and disseminate related teaching materials and research findings while exploring new directions in multimedia instruction.
  • Design VR scripts and worksheets on historical figures for local primary and secondary school students, thereby transferring knowledge and innovation to both schools and the wider community.
  • Establish partnerships between the department and local schools to provide our students with more opportunities for school experiences or trial teaching in the future.

Year: 2022 - 2023
Project Leader -
Dr CHOY Yat Ling Elaine
Guided by the Senses: Enriching the Creative Writing Curriculum with Experiential Learning
  • To promote experiential learning in current LCS Creative Writing courses (Chinese and English; LIT 2003 and LIT 3046). 
  • To invent new literary and creative writing (Chines and English) pedagogy specifically about integrating the taste, the smell, the touch, and/ or body movement into the creative process. 

Year: 2021 - 2022
Project Leader -
Mr WONG Yu Bon Nicholas
Approaching Theatre for the Impression of Drama

The objective of the project is to encourage students who join LIT3012 to watch and appreciate drama; to observe “the Impression of Drama” – a core concept taught in the course – of a play; and to, furthermore, employ the approaches of analysing the impression of drama in their discussion of the play as well as to apply the concept in their own play writing and performance. To achieve this, the subsidies of ticket fee would be provided for students who are interested in joining the programme. 


Year: 2021 - 2022
Project Leader -
Dr CHEUNG Hiu Yan Alice
Writer-in-residence Programme: Creativity, Practices and Curriculum (Stage I)
  • To nurture and promote students’ creativity through literary arts and other art forms
  • To internationalize the current BEd (EL) and BA (LS) programs
  • To strengthen pre-service teachers’ training on how to teach creativity and creative writing in primary and secondary education settings

Year: 2019 - 2020
Project Leader -
Mr WONG Yu Bon Nicholas
Empowering Students in Their Final Paper Writing: A Student-based Approach
  • To help Year 1 students learn how to write a good final paper 
  • To help enhance the quality of teaching and learning in LIT 2043

Year: 2019 - 2020
Project Leader -
Dr CHANG Tsung-chi Hawk
The Multidimensionality of Interpretation and the Teaching of East Asian Classical Chinese Poetry
  • Self-Directed Learning: Cultivate students’ ability to independently collect primary materials and engage in in-depth self-study of original texts.
  • Collaborative Learning: Foster cooperative interactions among peers and between students and instructors within a research-oriented classroom environment.
  • Practical Research in the Classroom: Strive to integrate “research on teaching” with “teaching through research” so that research efforts directly enhance teaching quality.
  • Digital and Blended Learning: Develop students’ skills in using academic electronic databases while encouraging the effective examination and utilization of valuable classical texts from East Asia, so that both approaches complement each other.

Year: 2019 
Project Leader -
Dr SHANG Haifeng Aaron
One City One Book Student Ambassadors
  • To develop English major students' close reading and analytical skills with reference to graphic novels

  • To develop English major students' skills in using graphic novels for the development of critical visual literacy, creativity and critical thinking.

  • To provide English major students' with the opportunity to develop materials that can be used to facilitate a discussion of responses to Shaun Tan's graphic novel

  • To offer English major students the opportunity to conduct sharing sessions on the novel

  • To engage members of the public in Hong Kong's first One City One Book project

  • To provide an opportunity for some of our students to serve as ambassadors of the One City One Book HK 2018-19 initiative


Year: 2018 - 2019
Project Leader -
Dr BANERJEE Bidisha
Popular Culture Education: A Case Study of GE course on K-pop

This project aims to

  • Demonstrate the effective usage of popular culture in the university classroom
  • Apply some of the existing theories of popular culture pedagogy in Hong Kong context
  • Design and incorporate new innovative teaching and learning methods in a popular culture course
  • Evaluate various aspects of popular culture education

Year: 2017 - 2018
Project Leader -
Dr KANG Jong Hyuk David
Expansion Project for Teaching Materials in Introduction to Literature Courses

The Introduction to Literature course is a core subject in the Bachelor of Arts (Honours) in Language Studies as well as several Education Honors programs, and it also serves as a foundational course in the field of literature. Its effectiveness is critical for undergraduates to master literature-related knowledge and to develop their own research and analytical skills. Historically, the teaching materials for this course have been rather inconsistent, lacking fixed and representative resources. The basic learning materials developed a few years ago have been well received and have become indispensable for students, yet they are limited in scope. Students are eager for a broader range of reference materials. This project aims to expand the existing material base to further enhance undergraduate learning and the continuous development of the course.


Year: 2017 - 2018
Project Leader -
Dr PAK Wan Hoi Anthony
On-Site Research and Teaching of Li Shangyin’s Poetry
  • Utilize field research methods to compile teaching materials for Li Shangyin’s poetry
  • Design teaching activities appropriate for undergraduate levels
  • Enhance participants’ academic research abilities through involvement in research projects and teaching activities
  • Improve participants’ skills in poetic appreciation and deepen their understanding of historical and cultural contexts
  • Promote self-directed learning

Year: 2017 - 2018
Project Leader -
Dr YIP Cheuk Wai
How do Field-based Learning Contribute to the Study of Intangible Cultural Heritage in Hong Kong 
  • Providing students who are taught by the PI, ie. HIS 2007 Heritage of Hong Kong: Field Study and Experience, GEG 1057: The Culture of Daily Life in China and CHI 1909 Spread of Religion and Social Change, to have direct-touch to the culture practices and enhance their awareness local heritage and history in Hong Kong that were taught in lessons
  • Empowering students who are recruited as student helper as researchers by involving students in ethnographic fieldwork and qualitative interviews to the intangible cultural heritage that could benefit for them to launch their potential teaching or cultural sectors careers
  • Fostering students’ ability on team work and nurturing their skills in written and verbal communication
  • Cultivating our Bachelor of Education in History and Bachelor of Education in Chinese History programs long term connections with local intangible culture heritage communities.

Year: 2017 - 2018
Project Leader -
Dr MA Kin Hang Matt
Exploration of Teaching Materials for Close Reading

This project seeks to deepen students’ learning and address criticisms from practicum schools regarding “insufficient undergraduate knowledge” among education students by exploring diverse and effective approaches to language teaching. Since students in class typically engage only with the provided text, the method of close reading—compared to traditional, broad, period-based literary history teaching—can be more challenging to master, lacking a fixed pattern to follow. Practical exercises focusing on individual passages are very important, as they will provide concrete examples of how undergraduate knowledge can be applied in the classroom for reference.


Year: 2016
Project Leader -
Dr LEUNG Man Yee
Learning Materials for Creativity in Literature
A learning repository designed for literary creative training will be established, focusing on developing creative abilities. It will integrate three dimensions: from observation, association, and imagination to expression; from reading and appreciation to creation; and from everyday language to literary language. The repository will include three major components: understanding, preparation, and execution, for designing structured  materials in literature creative courses.

Year: 2015 - 2016
Project Leader -
Dr PAK Wan Hoi Anthony
Development Project of Teaching Material on Creative Writing: 10 Keywords on Writing Shorts Stories

Training of innovative ability has been emphasised in secondary education. Many teachers in secondary schools are required to be creative writers and also good at appreciation of literary works. The proposed project helps our students to be well-equipped for their career of teaching Chinese literature. On the other hand, the teaching material can also help to strengthen students' ability on literary analysis and appreciation which is professional training in literary education.


Year: 2014 - 2015
Project Leader -
Dr LI Yuen Mei Fanny
Exploring the Teaching Content and Methods of “Ancient Jade and Chinese Culture”
  • Design the teaching content for the course “Ancient Jade and Chinese Culture.”
  • Investigate appropriate teaching methods for ancient jade and Chinese culture.
    Since the Department of Literature and Cultural Studies does not currently offer a related or similar course, this study represents an innovative exploration that will pave the way for teaching similar cultural subjects in the future. In most domestic universities, departments of cultural studies typically teach related content by having students examine archaeological artifacts, discern authenticity, and conduct field investigations. However, as EDU operates under the banner of the Education, teaching about artifacts and cultural connotations warrants the development of a new set of teaching methods that can be promoted in the future. In other words, this study aligns with the TDG initiative “to encourage, promote and reward innovative approaches to teaching.” Moreover, this research supports the Department of Literature and Cultural Studies’s direction in developing ancient cultural studies and teaching. Additionally, during a meeting on January 24, 2014, for PAA and other initiatives, President Cheung Yan-leung Stephen noted that one of the four key focus areas for the EDU moving forward is “Chinese Traditional Values.” The teaching research on “Ancient Jade and Chinese Culture” encompasses not only valuable aspects of traditional Chinese cultural instruction but also moral education (as Confucius said: “Jade possesses eleven virtues”—a concept that has had a profound influence on ideals of self-cultivation).

Year: 2014 - 2015
Project Leader -
Dr WONG Leung Wo
The Application of “Learning-Oriented” Teaching Strategies in Oral Chinese Classes

The Application of “Learning-Oriented” Teaching Strategies in Oral Chinese Classes

This project aims to promote a “learning-oriented” teaching philosophy, enhance participants’ understanding of and skills in applying this approach, and improve their oral teaching and assessment abilities. In pursuing these goals, the project is guided by Wang Rongsheng’s principles of learning-oriented teaching:

  • Strive to design scientifically sound and practical learning plans that serve as guides for student learning. Through active participation, critical thinking, and hands-on practice facilitated by these learning plans, students can learn how to learn, analyze, and solve problems, thus continuously enhancing their learning abilities.
  • Teachers should fully respect students as the primary agents of their own learning and earnestly implement the teaching principles of “teaching determined by learning, learning before teaching, teaching to promote learning, mutual development through teaching, in-class training, and reinforcement for improvement.” By using learning plans as a medium, teachers can effectively transform students’ learning approaches, fostering habits of independent, collaborative, and inquiry-based learning, and making the classroom a space for proactive learning. (Wang Rongsheng, 2006)

Year: 2013 - 2014
Project Leader -
Dr TAM Chi Ming
Development Plan for Teaching Materials in Introduction to Literature Courses
The Introduction to Literature course is a core subject for the Bachelor of Arts (Honours) in Language Studies as well as several Education Honors programs, and it serves as a foundational course in the field of literature. Its success is essential for undergraduates to master literature-related knowledge and to further develop their research and analytical skills. Historically, the teaching materials for this course have been rather inconsistent, lacking fixed and representative content. This project aims to establish a solid base of learning materials for the Introduction to Literature course to further promote undergraduate learning and the ongoing development of the subject.

Year: 2012 - 2013
Project Leader -
Dr PAK Wan Hoi Anthony