Dr FOK, Ping Kwan   霍秉坤
Head / Assistant Professor
Department of Curriculum and Instruction
Phone No: (852) 2948 8951
Fax No: (852) 2948 7563
Email: pkfok@eduhk.hk
Contact
ORCiD
0000-0003-4858-7173
Phone
(852) 2948 8951
Fax
(852) 2948 7563
Email
pkfok@eduhk.hk
Scopus ID
25027197400
Research Interest
  • Curriculum policy
  • Curriculum design and implementation
  • Implementation and design of Chinese History curriculum
  • Implementation and design of Liberal Studies curriculum
  • Professionalism of teachers
  • Nurturing of critical thinking skills and dispositions
Professional Profile

FOK Ping Kwan is an assistant professor of Curriculum and Instruction at The Education University of Hong Kong. He was granted bachelor of arts, master of education and doctor of philosophy at the Chinese University of Hong Kong. His research interests are in curriculum policy, curriculum design and implementation, textbook design and usage. In recent years, he has participated in major research projects such as “thinking skills as observed from the HKDSE examination scripts”, “ impact study on students’ learning of Chinese History elements through different curriculum modes”, and “teachers’ view of essential learning outcomes in PSHE. He also serves as Curriculum Development member of Liberal Studies and Ad Hoc Committee for Revising Junior Chinese History and History Curricula (Secondary 1-3).

Research Interest

  • Curriculum policy
  • Curriculum design and implementation
  • Implementation and design of Chinese History curriculum
  • Implementation and design of Liberal Studies curriculum
  • Professionalism of teachers
  • Nurturing of critical thinking skills and dispositions
Selected Output

Scholarly Books, Monographs and Chapters
曾永康、黃毅英和霍秉坤(2021):〈課外活動與學校教育的關係〉,輯於曾永康、黃毅英(編),《香港學校課外活動發展史》,(頁1-20),香港,香港城市大學出版社。
鄧國俊、黃毅英、霍秉坤、顏明仁和黃家樂(2020):〈香港近半世紀漫漫「小學數教路」〉,輯於黃毅英、鄧國俊、霍秉坤(編),《漫漫香港「數教路」》,(頁II 1-327),香港,香港教育大學課程與教學學系。
黃毅英、鄧國俊和霍秉坤(編)(2020):《漫漫香港「數教路」》,香港,香港教育大學課程與教學學系。
Fok, P.K. & Li.S. (2017). The Rationale of Learner-centered Teaching and its Practice in Hong Kong: a Perspective from a Confucian Heritage Culture. In J. C. K. Lee & K.J. Kennedy (eds.), Theorizing Teaching and Learning in Asia and Europe (101-123). London & New York: Routledge.
伍倩欣、霍秉坤(2016):各地數學教科書内容及題型的差異:以香港、新加坡、美國及英格蘭為例,輯於黃毅英編,《教書?教數?育人?:數學教科書論述》,(頁87-98),香港,香港數學教育學會。
霍秉坤(2016):教科書使用模式之應用︰實徵研究發現及啟示,輯於石鷗、張增田編,《教科書評論2015》,(頁252-272),北京,首都師範大學出版社。
黃顯華、霍秉坤、徐慧璇(2014):現代學習與教學論:性質、關係和研究,北京,中國,人民教育出版社。
Chan, J.K.S. & Fok, P.K. (2014). Curriculum Reform Implementation at the Classroom Level: Impacts and Challenges. Colin, C. & Lee, J.C.K., ASIA's High Performing Education System : The Case of Hong Kong (207-220). New York: Routledge, Taylor and Francis.
鄧國俊、黃毅英、霍秉坤、顏明仁及黃家樂(2006):《香港近半世紀漫漫「小學數教路」》,香港,香港數學教育學會。
霍秉坤(2005):面向課程實施的教師專業發展:行動研究,黃顯華、霍秉坤,輯於黃顯華、霍秉坤編《尋找課程論和教科書設計的理論基礎》(增訂版),(頁88-108),北京,人民教育出版社。
霍秉坤(2005):香港課程咨詢組織:架構、特色和評議,In H. W. Wong, & P. K. Fok (Eds.),輯於黃顯華、霍秉坤編《尋找課程論和教科書設計的理論基礎》(增訂版),(頁273-297),北京,人民教育出版社。
霍秉坤、黃顯華(2005):從認知心理學的角度看教科書之編訂,輯於黃顯華、霍秉坤編《尋找課程論和教科書設計的理論基礎》(增訂版),(頁110-126),北京,人民教育出版社。
霍秉坤、黃顯華(2005):教科書先行組織者設計之探討,輯於黃顯華、霍秉坤編《尋找課程論和教科書設計的理論基礎》(增訂版),(頁127-142),北京,人民教育出版社。
霍秉坤、黃顯華(2005):教科書內容偏見的探討,輯於黃顯華、霍秉坤編《尋找課程論和教科書設計的理論基礎》(增訂版),(頁157-174),北京,人民教育出版社。
霍秉坤、黃顯華(2005):教科書圖表設計的探討,輯於黃顯華、霍秉坤編《尋找課程論和教科書設計的理論基礎》(增訂版),(頁143-156),北京,人民教育出版社。
霍秉坤、黃顯華(2005):課程領域中應用範式概念之爭議,輯於黃顯華、霍秉坤編《尋找課程論和教科書設計的理論基礎》(增訂版),(頁2-26),北京,人民教育出版社。
黃顯華、霍秉坤及吳茂源(2005):評估語文教科書分析架構的一個建議,輯於黃顯華、霍秉坤編《尋找課程論和教科書設計的理論基礎》(增訂版),(頁175-186),北京,人民教育出版社。

Journal Publications
Qu, J.R., & Fok, P.K. (2021). Cultivating Students’ Computational Thinking through Student–robot Interactions in Robotics Education. International Journal of Technology and Design Education, Retrieved from https://link.springer.com/article/10.1007%2Fs10798-021-09677-3#citeas, Online publication, 1-20.
霍秉坤(2019):香港面對“世界改變”的挑戰:共通能力的培養,《全球教育展望》,2019(7),頁97-110。
霍秉坤(2019):〈香港教科書編審和選用機制︰徘徊於控制與自由之間〉  ,《教育學報》,第 47 卷第 1 期,頁 71-93。
霍秉坤(2019):〈香港教科書編審機制自由化之基礎:教師專業成長〉,《教科書評論》,第 7 期,頁 82-100。
黃毅英、霍秉坤和鄧國俊(2018):〈懷念何兆倫先生〉,《數學教育》,第 40 期,頁 88-91。
P. K. Fok (2018). The research framework of textbook usage models: Exhibition of teacher professionalism as key roles. Textbook Critique 2017, 5, 106-133.
P. K. Fok (2018). The critical analysis of effectiveness of Hong Kong curriculum reform. Journal of Curriculum Studies, 13, 1-28.
P. K. Fok (2017). Drilling for Hong Kong pre-secondary one attainment test: A prisoner’s dilemma perspective. Hong Kong Teachers’ Centre Journal, 16, 103-121.
霍秉坤(2016):《香港共同備課及同儕觀課的實施》,《教育研究月刊》,第263期,頁97-115。
Fok, P.K. (2016). Liberal studies reform in Hong Kong secondary education: contrasting desirability with feasibility (DOI: 10.1007/s10671-015-9190-3). Educational Research for Policy and Practice (ERPP), Retrieved from http://link.springer.com/article/10.1007/s10671-015-9190-3, online publication, online.
黃琳、霍秉坤(2016):《變革能動者在學校持續改進中之角色》,《課程與教學季刊》,19卷1期,頁135-170。
李帥、霍秉坤(2015):《學校持續改進的關鍵︰能動者建構能量》,《全球教育展望》,第338期,頁38-46。
霍秉坤(2015):《香港全港性基本能力評估(TSA)的操練:囚徒困局的視角》,《教育學報》,43卷2期,頁51-70。
霍秉坤(2015):《教科書使用取向的核心:教師專業發展》,《湖南師範大學教育科學學報》,14卷2期,頁23-35, 49。
霍秉坤、徐慧璇和黃顯華(2014):《大學教師教學學術的成長階段及發展策略》,《清華大學教育研究》,第134期,頁56-63。
Fok, P. K., & Yu, Y. C. (2014). The curriculum reform in New Senior Secondary education of Hong Kong: Change and immutable. (in Chinese). Journal of Curriculum Studies, 9(1), 1-32.
Fok, P. K., & Wong, H. W. (2014). The decision-making of the Chinese Language curriculum reform at junior secondary schools: Who decides. Curriculum and Instruction Quarterly, 17(1), 179-208.
Chen, T. T. Y. & Fok, P. K. (2013). Review of the initiatives of the Accounting Education Change Commission from the perspective of curriculum orientation. Pan-Pacific Management Review, 16(2), 133-162.
黃毅英、鄧國俊、霍秉坤、顏明仁及黃家樂(2007):「以兒童為中心」數學教育再思:半世紀香港小學數學課程發展的啓示,《《台灣數學教師(電子)期刊》》,9,頁3-25。
Kennedy, K. J., Fok, P. K., & Chan, K. S. J. (2006). Reforming the curriculum in a post-colonial society: The case of Hong Kong. Planning and Changing, 37 (1&2), 111-130.
霍秉坤(2005):香港小學課程統籌主任的專業發展:切合需要的設計,《《教育曙光》第52期》,頁22-38。
霍秉坤(2005):香港課程咨詢組織:架構、特色和評議,《《教育研究學報》第20期第2卷》,頁265-287。

Conference Papers
霍秉坤(2018,11):香港教科書編審機制自由化之基礎:教師專業成長,論文發表於第六屆教科書國際學術研討會,北京,中國。
霍秉坤(2018,10):香港教科書編審和選用機制:徘徊於控制與自由之間,論文發表於兩岸三地課程理論研討會《二十年課程探索(1999 - 2018):課程研究與課程改革的對話》,北京,中國。
黃顯華和霍秉坤(2018,10):香港課程改革之回顧與前瞻(1999-2018)︰設計、實施、評鑑、決定四維度之檢視,論文發表於兩岸三地課程理論研討會《二十年課程探索(1999 - 2018):課程研究與課程改革的對話》,北京,中國。
霍秉坤(2015,11):教科書使用模式之應用︰實徵研究發現及啟示,論文發表於2015教科書研究高峰論壇,北京,中國。
霍秉坤(2014,11):教科書使用取向的核心︰教師專業發展,《2014教科書研究高峰論壇》﹙主題演講﹜,北京。
Wong, H. W., Fok, P. K., & Xu, H.X. (2014, August). Learning and Teaching: Nature, relation, and research. The 16th Cross-Strait Regional Conference on Curriculum Theory, Changchun, China.
李帥、黃琳和霍秉坤(2014,8):學校持續改進的關鍵︰能動者建構能量,論文發表於第十六屆兩岸三地課程理論研討會會議論文集:學校改革持續的動力,長春。
黃琳、霍秉坤(2014,8):學校持續改進的基礎︰變革能動者之角色,《第十六屆兩岸三地課程理論研討會會議論文集:學校改革持續的動力》,長春。
霍秉坤、余玉珍(2013,11):香港課程改革︰變與未變,《第十四屆兩岸三地課程理論研討會會議論文集:課程改革改變了什麼》,台北。
顏明仁、霍秉坤、鄧國俊、黃毅英及黃家樂(2007,1):鑑古識今:從課程發展策略的視角看數學改革,論文發表於「澳門大學舉辦第一屆兩岸四地教育史論壇」,澳門。
Kennedy, K. J., Chan, J. K. S., & Fok, P. K. (2006, November). Theorizing curriculum policy implementation: The dimensions of 'soft' policy and their application to Hong Kong's reform agenda. Paper presented at the Annual Conference of the Asia-Pacific Educational Research Association International Conference, Hong Kong.
Chan, K. S. J., Kennedy, J. K., Yu, W. M., & Fok, P. K. (2006, May). Assessment policy in Hong Kong: Implementation issues for new forms of assessment. Paper presented at the 32nd Annual Conference of the International Association for Educational Assessment, Singapore.
Fok, P. K., Kennedy, K. J., Chan, K. S. J., & Yu, W. M. (2006, May). Integrating assessment of learning and assessment for learning in Hong Kong public examinations. Rationales and realities of introducing school-based assessment. Paper presented at the 32nd Annual Conference of the International Association for Educational Assessment, Singapore.
Kennedy, K. J., Chan, K. S. J., Yu, W. M., & Fok, P. K. (2006, May). Assessment for productive learning: Forms of assessment and their potential for enhancing learning. Paper presented at the 32nd Annual Conference of the International Association for Educational Assessment, Singapore.
Yu, W. M., Kennedy, K. J., Fok, P. K., & Chan, K. S. J. (2006, May). Assessment reform in basic education in Hong Kong: The emergence of assessment for learning. Paper presented at the 32nd Annual Conference of the International Association for Educational Assessment, Singapore.
Chan, K. S. J., Kennedy, K. J., & Fok, P. K. (2005, December). 'Hard' and 'soft' policy: Changing role of teachers in the 'learning to learn' reform. Paper presented at the Faculty of Education of Chinese University of Hong Kong 40th International Conference, Hong Kong.
Fok, P. K., Kennedy, K. J., & Chan, K. S. J. (2005, December). Project learning as "Soft" curriculum policy: Policy influences on teachers' implementation of education reforms in Hong Kong. Paper presented at the Faculty of Education of Chinese University of Hong Kong 40th International Conference, Hong Kong.

Creative and Literary Works, Consulting Reports and Case Studies
Fok, P. K., Coniam, D., Yu, W. M. F., Chan, K. S. J., Ko, P. Y., Xu, H. X., Ng H. Y. V., Li, S. J., Kwok, W. F. W., Ng, S. Y. H. (2015). Provision of Services for Studying Students' Performance in Thinking Skills as Observed from the HKDSE Examination Candidate Scripts (Executive report). Hong Kong: Hong Kong Institute of Education.
Fok, P. K., Coniam, D., Yu, W. M. F., Chan, K. S. J., Ko, P. Y., Xu, H. X., Ng H. Y. V., Li, S. J., Kwok, W. F. W., Ng, S. Y. H. (2015). Provision of Services for Studying Students' Performance in Thinking Skills as Observed from the HKDSE Examination Candidate Scripts (Final Report). Hong Kong: Hong Kong Institute of Education.
Fok, P. K., Coniam, D., Yu, W. M. F., Chan, K. S. J., Ko, P. Y., Xu, H. X., Ng, H. Y. V., Li, S. J., Kwok, W. F. W., Ng, S. Y. H. (2015). Provision of Services for Studying Students' Performance in Thinking Skills as Observed from the HKDSE Examination Candidate Scripts (Interim report). Hong Kong: Hong Kong Institute of Education.

Project

Curriculum Policy Implementation: The Concerns and Sense-making of School Leaders and Teachers in the New Senior Secondary Curriculum Reform
This study will engage various levels of school implementers, including school leaders and teachers, to investigate their concerns and sense-making regarding the New Senior Secondary Curriculum Reform (NSSCR) in Hong Kong. Studies on curriculum policy implementation show that policy implementation is an ongoing and interactional process and is affected by different actors in school contexts (Ball, 2008; Datnow and Park, 2009; Veselý, 2012). The proposed study will add to ongoing international re . . .
Project Start Year: 2016, Principal Investigator(s): CHAN, Kin Sang, Jacqueline 陳健生, FOK, Ping Kwan 霍秉坤
 
Enhancing core competences of undergraduates through service-learning: Effects of different service-learning models
Starting from 2014-15, students of HKIEd have been and will be required to complete a 3-credit Co-curricular and Service Learning (CSL) Course, in which students will be involved in service-based activities. Service learning (SL), as a form of experiential learning, is a challenging pedagogy for faculty members because faculties have to restructure the traditional credit-bearing courses, liaise with community agencies and NGOs, arrange service activities that help students connect service with a . . .
Project Start Year: 2015, Principal Investigator(s): XU, Hui Xuan 徐慧璇 (FOK, Ping Kwan 霍秉坤 as Co-Investigator)
 
Enhancing Students' Learning Through Co-curricular Design and Service Learning in Hong Kong Higher Education
Since 2011, co-curricular learning as part of the total learning experiences in the new 335 curriculum of the Hong Kong Institute of Education has been implemented for enhancing students’ knowledge and skills. The innovative design of the co-curricular courses consists of the use of service learning as the pedagogical strategy for enhancing students’ active participation and the transfer of knowledge and skills from classroom setting to practical real contexts. This is indeed a kind of new learn . . .
Project Start Year: 2014, Principal Investigator(s): CHAN, Kin Sang, Jacqueline 陳健生 (FOK, Ping Kwan 霍秉坤 as Co-Investigator)
 
Impact Study on Students' Learning of Chinese History Elements through Different Curriculum Modes at Junior Secondary Level (Revised)
With reference to Learning to Learn: Life-long Learning and Whole-Person Development (2001) and Personal, Social and Humanities Education Key Learning Area Curriculum Guide (Primary 1-Secondary 3) (2002), students in all types of local junior secondary schools will study Chinese history and culture. In general, there are three main types of curriculum modes in delivering relevant learning elements: (i) the majority of the local secondary schools are offering Chinese History as an independent sep . . .
Project Start Year: 2014, Principal Investigator(s): FOK, Ping Kwan 霍秉坤
 
Nurturing Critical Thinking Dispositions (CTD) of students in tertiary education: Teaching and assessment
Critical thinking is regarded as an important attribute for school learning and lifelong career. Indeed, the Hong Kong Institute of Education (HKIEd) strategic plan 2013-16 stresses to nurture students to become a critical thinker through innovative curriculum design and campus activities. However, Chinese learners are labeled as passive learners who lack critical thinking skills and weak in critical thinking dispositions. Moreover, little research about critical thinking has been conducted on p . . .
Project Start Year: 2014, Principal Investigator(s): FOK, Ping Kwan 霍秉坤
 
Power Distance Perception as Factor for Critical Thinking Dispositions of Students
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Project Start Year: 2014, Principal Investigator(s): FOK, Ping Kwan 霍秉坤
 
Provision of Services for Studying Students' Performance in Thinking Skills as Observed from the HKDSE Examination Candidate Scripts
The implementation of the 3-year senior secondary academic structure commenced at Secondary 4 in September 2009. The first 3-year curriculum and assessment cycle was completed in 2012 with the first cohort of students taking the Hong Kong Diploma of Secondary Examination. The medium-term review of the New Academic Structure has begun. Timely data collection on curriculum implementation in schools is essential for further review of the curriculum and assessment of Senior Secondary subjects. A stud . . .
Project Start Year: 2014, Principal Investigator(s): FOK, Ping Kwan 霍秉坤
 
Assessment for Productive Learning: Developing a Holistic Conception of Assessment's Contribution to Student Learning
The main purpose of this research is to assist schools improve student learning through assessment. The research will challenge conceptions of assessment that compartmentalize "assessment for learning" and "assessment of learning". This distinction is unhelpful and unproductive for schools and teachers. The key issue is not to classify different kinds of assessment but rather to develop strategies that make use of all forms of assessment to promote student learning.
Project Start Year: 2005, Principal Investigator(s): KENNEDY, Kerry John 甘國臻 (FOK, Ping Kwan 霍秉坤 as Co-Investigator)