- 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
- 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
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.
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.
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
從文物學習歷史：碑拓的理論與實作工作坊
Project Leader - Dr LEI Chin Hau
元宇宙「歷」險：歷史人物虛擬實境教材套製作先導計劃
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
詮釋的多維性與東亞古典漢詩教學
Project Leader - Dr SHANG Haifeng
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
文學概論科教材擴充計劃
Project Leader - Dr PAK Wan Hoi Anthony
李商隱詩的現地研究與教學
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
文本細讀的教材探索
Project Leader - Dr LEUNG Man Yee
文學創作能力訓練學習庫
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
「古玉與中國文化」教學內容與教學方法探討
Project Leader - Dr WONG Leung Wo
「以學為本」的教學策略在中文科口語課堂的應用
Project Leader - Dr TAM Chi Ming
文學概論科教材發展計劃
Project Leader - Dr PAK Wan Hoi Anthony
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.
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
- 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
- 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.
「拓碑」技術始見於南北朝時期，是以宣紙沾上白芨水以浮貼於石碑表面，再經捶打、刷墨後揭下，以複製石刻文字與圖像的傳統技藝。本工作坊計劃傳授這一項絕學，並達成以下教學目標：
- 運用石刻史料探索與呈現歷史
- 賞析石刻史料的書法藝術之美
- 傳承拓碑絕學
- 運用拓碑技術進行文化資產保存
本計劃教導同學發掘碑刻的史學與藝術價值，為本系歷史課程開啟新視角。本計劃複製的碑刻亦可作為本系開授之「HIS 1022 中國歷史研究法：史料、方法與田野考 察」、「HIS 2031 中國歷史（三）：宋至清中葉」以及 「臺灣歷史：傳統與現代的 連結」等科目的課程教材。本計劃傳授的拓碑技藝尚可運用於石質文物保存，既呼應本系歷史課程「總整計劃（Capstone Project）」的「公眾史（public history）」發展方向，也足以強化本校新創之「文化遺產教育與藝術管理榮譽文學士」的教學。
為配合近年教育界強調「元宇宙」、「虛擬實境」、「沉浸式學習」的趨勢，本計劃將創新科技融入中國歷史教學。本校中國歷史主修學生透過講座、工作坊等活動，認識虛擬實境應用在教育的現況，並掌握虛擬實境劇本的創作方式。最後，本校學生會以歷史人物為主題，建立本土化的虛擬實境的教材套。活動中，同時提升參與者的教育專業水平。計劃既配合文學及文化學系的使命，培育具備製作數碼教材的學生，提升本系學生的歷史教育專業水平；又能配合人文學院藉由對本地中小學教育的參與，以及與本地、國際伙伴的協作，推動知識轉移，以回應本地對歷史教育視野的需要；更能秉承本校帶領教育創新的發展方向。
本計劃的目標如下：
- 為教大學生提供資源庫和互動平台，成果亦轉化為BEd(CHIST)、BEd(HIST)及PGDE(HIST)的教學法課程教材；
- 讓教大學生認識教育局歷史科課程指引提及的教學宗旨和目標，以創新形式推動歷史教學；
- 支援和鼓勵教大學生將教學理論加以實踐；
- 通過專業分享會，讓教大學生評估、鞏固和宣傳相關的教學材料和研究成果，並探討多媒體教學的新方向；
- 為本港高小及初中學生設計歷史人物虛擬實境劇本和工作紙，將知識和創見轉移，應用於學校及社會；
- 建立學系與本港學校的伙伴關係，將來可為本系學生提供更多學校體驗或試教的機會。
- 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.
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.
- 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.
- 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
- 自主學習能力：培養學生獨立搜集原始材料，進而自主深入研讀原典的能力
- 合作式學習能力：研究性教學氛圍下，培養學生同儕及師生之間的協同互動能力
- 研究性課堂的實踐能力：力求讓「教學性研究」與「研究性教學」互為表裡，真正讓研究促進教學品質的提升
- 電子化、混成化學習能力：培養同學使用學術電子數據庫的同時，善檢、善用諸種東亞範圍內的古籍善本，使兩者相得益彰
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
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
文學概論科為語文研究榮譽學士課程以及多個教育榮譽學士課程的核心科目，同時也是文學領域的基礎科目，它的成功對本科生掌握與文學相關的知識，及進一步培養出自己的研究和分析能力，起著關鍵作用。一直以來，文學概論科的教材比較紛雜，沒有比較固定而且具代表性的材料。年前發展出來的基礎學習材料，得到學生認可，成為他們學習的必需。只是原有材料份量較輕，學生熱切渴望有更多可資參考的材料。本計劃旨在擴展原有的材料規模，以進一步促進本科生的學習以及科目的不斷發展。
- 以現地研究方法，整理李商隱詩歌的教學材料
- 設計適合本科生程度的教學活動
- 透過參與研究計劃和教學活動，提高參與者的學術研究能力
- 承上，提高參與者的詩學鑑賞能力和歷史文化的認識
- 促進自主學習
- 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.
深化同學所學，並回應實習學校對教院學生「本科知識不足」的批評，探索多元而有的語文教學。由於學生在課堂上大多只面對課文，文本細讀的方式較之傳統宏觀的斷代的文學史教學，對學生來說較難掌握，而且沒有固定的規律可遵循，個別篇章的實證演習非常重要，將有利於讓本科知識如何運用到課堂提供一些範例，讓大家參考。
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.
- 設計「古玉與中國文化」科目的教學內容。
- 探討古玉與中國文化的教學方法。文學及文化學系並無相關或相類的科目，是次研究為日後相類的文化科目的教學作開創性的探索。國內一般大學的文博系，教授相關知識，主要讓學生看考古出土的實物、辨真偽、田野考察;本院以教育學院為名，對於文物、文化內涵的教學，應發展出一套新的教學方法，日後加以推廣。換言之，是次探究配合TDG "to encourage, promote and reward innovative approaches to teaching"。另一方面，本研究屬文學及文化學系的TDG，它配合學系發展古代文化研究與教學的方向。此外，張仁良校長在 2014年1月24日 PAA and other initiatives的會議上，指出教院今後有四個應該重點發展的範疇，其中一個是「中國傳統價值」。「古玉與中國文化」的教學研究，既包含各種有價值的中國傳統文化教學，更包含道德教化的教學（孔子說：玉有十一德，玉與修身的觀念，影響深遠）。
本計劃旨在提倡的「以學為本」教學方針，提昇學員對「以學為本」教學方針的認識及運用技巧，並增強他們的口語教學及評核能力，故以王榮生提出的「以學為本」教學方針作為本計劃的目的:
- 力求學案設計的科學實用，使學案成為學生學習的向導，引導學生通過積極的參與、思考和動手訓練,在學案這一「媒介」的輔助下，學會學習、學會分析和解決問題，不斷提高學習能力
- 教師要充分尊重學生學習的主體地位，認真貫徹「以學定教、先學後教、以教促學、教學相長、當堂訓練、鞏固提高」的教學思想，通過學案這一載體，切實轉變學生的學習方式，培養學生自主、合作、探究式學習的習慣，使課堂成為學生主動學習的場所。(王榮生，2006)