| 檔案整理者 | 陳仲豪 |
| 提交日期 | 16/08/2023 |
| 發佈日期 | 5/2018 |
| 研究名稱 | Hong Kong Youths’ National Identity: Impacts of Mainland Exchange Programmes, Study Tours and Volunteer Activities |
| 調查、委託機構 | The Education University of Hong Kong |
| 抽樣方法 | Non-random sampling (Experimental & Control group set-up) |
| 調查方法 | Pre and post-test questionnaires; semi-structured focus-group interviews |
| 訪問對象 | Secondary students |
| 樣本數量 | Questionnaire: 974 (Intervention group: 478; Control group: 496); Focus group: 56 |
| 主要數字、結果撮要 | ~ 59.6% and 29.3% of students responded that their motherland is ‘mainland China’ and ‘Hong Kong’ respectively. 72.3% of students are in F.1-F.3 while 27.4% of students are F.4-F.6. 73.4% of students were born in Hong Kong and 24.5% of students were born in Mainland. The students at the junior level of study preferred to respond to ‘mainland China’, while those at the senior level indicated ‘Hong Kong’ (x(1)=5.032, p=.0025). The students born in Hong Kong preferred to answer ‘Hong Kong’ and those born in the Mainland responded ‘Mainland China’ (x(1)=31.117, p<.01). ~ The students showed a significant change in their perceptions of the statements which are ‘If people in their countries like Chinese, the world will be better.’ (t=3.797, df=261, p<.01), ‘In general, China is better than many other countries.’ (t=3.674, df=270, p<.01) and ‘If a country makes mistakes, people should still support it.’ (t=1.984, df=270, p=.048) after the programmes/tours through the summary of the t-test results. ~ The activity design, themes/learning foci, and length of the programmes can positively intervene in the students’ development of reshaping their national identity in the junior and senior levels of secondary education. As students in the focus group clarified they hoped the length of exchange could be extended by a few more days. |
| 有關建議 | ~ Suggested that the analysis of the student’s expectations of the program and tour is necessary. The targeted students need to be student-centered, distinctive, and clear. ~ Advised that redesign the program and tour for different levels of exploration of national identity. The program and tour design can be student-centered for positive and inclusive first-person experiences in the informed historical and cultural visits to the monuments. ~ Preparation of the students for the difference and inclusiveness with multiple perspectives as the students may have knock-on effects emerge from such experiential tension, the ignorance of the tension that may strengthen or change their initial perceptions. ~ Enhancement of student development in national identity. Introducing the historical and cultural heritage to the students may let the students be appreciated and enjoyed. ~ Integration of the three factors in the development of students’ national identity. The factors are individual, group, and national levels. Individual factors include individual students’ demographic characteristics in relation to their understanding of the nation as a motherland. |
| 資料來源 | 研究報告 |
| 關注課題 | 社會民生、政治、法治 |
| 關鍵字 | 國民身份認同、內地交流 |