About 關於

Situating the research in two very different social and cultural contexts, Hong Kong with a common teacher-directed, academic-focused pedagogy and Finland with a standard child-initiated, play-based pedagogy, this study aims to examine the impact of effective teaching of contrastive pedagogical practices on children’s different learning outcomes.

 這研究將在香港和芬蘭兩個截然不同的社會和文化背景下進行比對。研究的假設是──幼兒教育教學的素質，取決於教師與幼兒之間互動的質量，而不純粹是教學法之間的差異。

• Effective Teaching    有傚教學

• Teacher-child Interaction    師生互動

• Child Development    兒童發展

• Mixed-method    混合方法

• Longitudinal Study    縱向研究