「創意・職涯・心成長：全人發展實踐計劃」
OE25-S01
Closing dates 截止報名日期：30/4/2025 (Batch 1第一期 ）、17/5/2025 (Batch 2 &3 第二和第三期）
The admission results will be announced on the closing dates, and successful applicants will be notified by email.
收生結果將於截止日期當日公佈，被取錄者將收到個別電郵通知。
是次課程由香港大學教育學院研究生教授，並由香港大學教育學院專業導師曾珮寧女士進行督導。
對象： 中國內地12-18歲中學生
日期：
每期課程包含三節（每節兩小時）, 學生可以選擇適合自己時間的其中一期參加。
第一期：5 月 3 日、5 月 10 日、5 月 17 日（星期六）上午 10:00至12:00。
第二期：5 月 24 日、5 月 31 日、6 月 7 日（星期六）上午 10:00至12:00。
第三期：5 月 25 日、6 月 1 日和 6 月 8 日（星期日）下午 2:00至 4:00。
教學語言：普通話
費用：全免
授課模式：此網上課程會透過Zoom線上授課
課程宗旨
本課程旨在整合「社會情感學習（SEL）」、「職業教育」與「創造力發展」，以促進學生的全人發展。儘管政策倡導SEL、職業探索與創造力，實際執行仍存缺口：SEL因考試壓力而碎片化且被忽視；職業教育資源不足，常被簡化為大學階段輔導；創造力僅限於藝術或科技領域，未融入跨學科教學。系統性挑戰（如師資培訓不足、城鄉差距、考試文化主導）阻礙目標落實，學生缺乏情緒韌性、實用技能與創意解難的結構化支持。這些缺口與家長訴求相符，凸顯需透過補充課程（如本計劃）連結政策意圖與教學現實。
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社會情感學習：學生能透過角色扮演與討論，展示三種與CASEL五大能力（自我意識、自我管理、社會意識、人際技能、負責任決策）相關的策略。
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職業規劃教育：學生將使用適齡評估工具（如簡化版霍蘭德代碼）辨識潛在職業方向，並制定暑期三個月的探索計劃（如訪談專業人士、研究所需技能）。課程後將透過群組追蹤進度以激勵學生。
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創造力：學生將運用4C模型設計個人創意作品（mini-C）。
目標對象
中國內地12-18歲中學生, 對全人發展有明確訴求。
申請者需提供：
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目前就讀年級；
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所在城市與學校類型（公立／私立）；
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最感興趣的課程部分；
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希望新增的學習主題。
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將根據回答篩選符合課程目標的學員。
課程大綱
第一課：社會情感學習（SEL）
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破冰遊戲：學生透過表演情緒辨識SEL詞彙。
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自我意識工作坊：引導反思「你的情緒觸發點是什麼？」（預期答案包括學業、家庭及同儕壓力），並透過小組反思破除隔閡。
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角色扮演與總結：模擬衝突解決或同儕壓力的情境，小組創作對話並提出SEL解決方案，最後制定「自我關懷計劃」模板（如「當我感到壓力時，我會……」）。
第二課：職業教育
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霍蘭德代碼測驗：學生完成簡化問卷（如「你偏好整理數據還是設計藝術？」），討論結果（RIASEC主題）。
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職業地圖：研究兩種與代碼相符的職業，製作「職業願景板」（含所需技能、教育路徑與榜樣）。
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個人分享：導師講述自身中學階段的職業探索歷程，並進行問答環節。
第三課：創造力發展
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創意熱身：「另類用途」遊戲（如列舉迴紋針的10種用法）。
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4C模型工作坊：案例分析（比較「mini-C」與「little-C」）。
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設計衝刺：小組運用創意解決本地議題（如校園霸凌），並展示方案。
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反思：填寫「創造力自評表」，辨識優勢與改進方向。
課程導師
唐赫然女士
唐赫然女士現為香港大學教育碩士生，主修資優教育與人才發展。在加入香港大學前，她於加拿大英屬哥倫比亞大學取得心理學學士學位，並累積多年於教育研究實驗室、本地學校及國際學校的工作經驗，專注推動學生的全人發展。Emily致力設計融合學術、社會情感與創造力的課程，協助學生在多元學習環境中充分發揮潛能。
Creativity, Career, and Social-Emotional Growth
OE25-S01
The workshop is facilitated by HKU MEd Gifted Education and Talent Development students, with supervision from HKU Faculty of Education expert staff, Ms. Ada Tsang.
Target participants: Secondary school students (ages 12-18) from Mainland China
Date and time:
The program consists of three 2-hour sessions, repeated over three batches, on Zoom:
Batch 1: 10:00 AM – 12:00 PM on May 3rd, May 10th, and May 17th (Saturdays).
Batch 2: 10:00 AM – 12:00 PM on May 24th, May 31st, and June 7th (Saturdays).
Batch 3: 2:00 PM – 4:00 PM on May 25th, June 1st, and June 8th (Sundays).
Language of instruction: Mandarin
Fee: Free of charge
Mode of instruction: This is an online programme which will be conducted via Zoom.
Programme Objectives
The practicum aims to implement an enrichment program that addresses gaps in Mainland China’s curriculum by incorporating social-emotional learning (SEL), career education, and creativity development. In most public secondary schools, career counselling services is limited. The ideation is to encourage students to become self-aware about their career choices and guide them to look for resources both online and offline to build their career readiness.
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Social-Emotional Learning: Students will demonstrate three strategies aligned with CASEL’s five competencies (self-awareness, self-management, social-awareness, relationship skills, responsible decision-making) through role-play and discussion.
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Career Planning Education: Students will identify a potential career pathway using age-appropriate assessments (e.g., simplified Holland Code) and create a 3-month exploration plan during the summer holiday (e.g., interview a professional, research required skills).
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Creativity: Students will design a personal creative artifact (mini-C) using the 4C model.
Target Participants / Prerequisite
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Secondary school students (ages 12-18) from Mainland China who are interested in holistic development beyond the traditional curriculum.
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Interested participants will be asked to provide:
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Their current year of study.
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Their city and school type (public/private).
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One aspect of the program they are most excited about.
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One topic they hope to learn about that is not included in the program.
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Participants will be selected based on their responses to ensure alignment with the program’s objectives.
Programme Description
Session 1: Social-Emotional Learning (SEL)
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Icebreaker: “Emotion Charades” – Students act out emotions to build SEL vocabulary.
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Self-Awareness Workshop:
- Reflection on emotional triggers.
- CASEL Wheel discussion.
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Role-Play:
- Scenarios on conflict resolution and peer pressure.
- Groups present solutions using SEL skills.
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Wrap-Up: Create a personalized “Self-Care Plan.”
Session 2: Career Education
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Holland Code Assessment:
- Career quiz and discussion of RIASEC themes.
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Career Mapping:
- Research two career paths aligned with results.
- Create a “Career Vision Board.”
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Personal Sharing:
- My career journey and Q&A session.
Session 3: Creativity Development
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Creativity Warm-Up: “Alternative Uses” game.
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4C Model Workshop: Case studies on mini-C vs. little-C creativity.
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Design Sprint:
- Groups propose creative solutions to a local issue.
- Presentation of ideas.
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Reflection: Creativity self-assessment.
Programme Instructor
Ms. Emily Tang
The practicum will be led by Emily Tang, a Master of Education (MEd) candidate at the University of Hong Kong (HKU), specializing in Gifted Education and Talent Development. Prior to joining HKU, Emily earned her bachelor’s degree in psychology from the University of British Columbia. With years of hands-on experience in educational research laboratories, local schools, and international school settings, she has honed her expertise in fostering holistic student development. Emily is deeply committed to designing programs that integrate academic, social-emotional, and creative growth, empowering students to thrive in diverse learning environments.
