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Following is a question by the Hon Kam Nai-wai and a reply by the Secretary for Education, Mr Michael Suen, in the Legislative Council today (May 13):
Question:
In 2004, the Government incorporated the Chinese history of the period from 1976 to 2000 into the syllabus for the subject of Chinese History at senior secondary level. However, most existing textbooks on Chinese history have simplified and watered down the pro-democracy movement and the June 4th incident which happened in 1989, while the relevant Curriculum and Assessment Guide of the Education Bureau does not even mention these incidents at all. In this connection, will the Government inform this Council:
(a) whether the authorities will clearly list the 1989 pro-democracy movement, along with significant events which have far-reaching influence on China, as a compulsory topic in the Curriculum and Assessment Guide for the subject of Chinese History under the three-year senior secondary academic structure;
(b) given that the new senior secondary academic structure will be implemented soon, yet the historical information provided in existing textbooks on the 1989 pro-democracy movement and the June 4th incident is extremely inadequate, and the Education Bureau has recently sponsored the compilation of a teachers' special digest with a detailed account of the May 4th Movement, whether the Bureau will sponsor the compilation of an information compendium on the 1989 pro-democracy movement and the June 4th incident for teachers' reference; and
(c) given that the subject of Liberal Studies under the three-year senior secondary academic structure will have elements to enhance the Chinese culture, civic awareness and national identity, whether the authorities will include the 1989 pro-democracy movement and the June 4th incident as topics for study, so that those senior secondary students who have not selected the subject of Chinese History will also have the opportunity to learn and reflect on these historical events?
Reply:
President,
The cut off point for the present Junior and Senior Secondary Chinese History curricula is up to the end of the 20th century or thereafter. The last topic of the Senior Secondary Chinese History Curriculum and Assessment Guide is "From the founding of the People's Republic of China to the end of the Twentieth Century" which covers the period from 1976 to 2000. Therefore, the "June 4th Incident" of 1989 can be taught in this topic. Publishers write textbooks in accordance with the curriculum guides prepared by the Curriculum Development Council. As a matter of fact, the "June 4th Incident" is already covered by most Chinese History textbooks that are currently available in Hong Kong.
In response to the three parts of the question, I have the following replies:
(a) The New Senior Secondary (NSS) curriculum is prepared through a long process of extensive consultation, and will be implemented in Secondary 4 this September. In accordance with the New Senior Secondary Chinese History curriculum, schools may teach the "June 4th Incident" of 1989 under the topic "From the founding of the People's Republic of China to the end of the Twentieth Century". In fact, the forthcoming Chinese History textbooks for the New Senior Secondary levels all cover the "June 4th Incident". The textbook contents have to be accurate in terms of the historical facts and consistent with the approach of the curricula, while flexibility in their presentation is allowed. The textbook provides important reference materials but it is not the only reference for learning and teaching. If history teachers find the historical data for certain topics inadequate, they may encourage students to obtain more information from various sources, and guide them to understand, analyse and evaluate the data appropriately.
(b) The EDB has no plan to sponsor the production of a special issue on the "June 4th Incident". The teachers' digest on the May 4th Movement mentioned in the question is edited and printed by Wen Wei Po, commissioned by the National Education Services Centre. Although the expenditure of the National Education Services Centre is partly sponsored by the EDB, the EDB did not sponsor the publication of this booklet. The EDB was not involved in the editing of this digest, either.
(c) The design of Liberal Studies (LS) under the New Senior Secondary Academic Structure is based on the knowledge foundation of different Key Learning Areas. It aims to develop students' thinking skills and expand their horizons. Under the theme of "China's reform and opening-up", students may explore topics such as "how the Central People's Government (CPG) dealt with the effects of the reform and opening-up policy" and "examples of CPG's response regarding institutionalisation of more democratic practices". Teachers can make use of different issues, including the "June 4th Incident" of 1989 to achieve the purpose of the subject. Since LS is a core subject for all students, students not studying Chinese History as an elective subject would still have the opportunity of reflecting on various historical events that happened in the last few decades.
Ends/Wednesday, May 13, 2009
Issued at HKT 14:42
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