Nurturing the Gifted Issue No.15

ISSN 2219-4746

第15期

Issue No. 15

1月

認識香港的 少數族裔資優兒 Get to know Gifted Children of Ethnic Minorities

JAN 2015

專題研習 Feature Article

被遺忘的資產: 細看少數族裔資優兒 謝永齡博士

The Forgotten Treasures: Gifted Children of Ethnic Minorities

By Dr. TSE Wing Ling, John

ISSN 2219-4746

第15期

Issue No. 15

目錄 Table of Contents 編者的話

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專題研習

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被遺忘的資產： 細看少數族裔資優兒

研究分享 我們的資優少數族裔

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1月

Jan

2015

Editors’ Note Feature Article The Forgotten Treasures: Gifted Children of Ethnic Minorities

Research Corner Our Gifted Ethnic Minorities

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Professional Sharing

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Parent Zone

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What’s Recommended

活動花絮

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Event Highlights

學苑動向

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Forthcoming Academy Events

專家分享 學與教： 與南亞裔舊生對話

家長園地 資優教育中的少數族裔

資源推介 《小童‧大同》

Learning and Teaching: Dialogues with South Asian Alumni

Ethnic Minorities in Gifted Education

Kids Alike: A World of Children in Hong Kong

編者的話 Editors’ Note

編者的話

Editors’ Note

繼上期《資優樂》帶領家長們探索自我中心的資 優兒後，今期的《資優樂》將探索社會、家長及 學校如何共同攜手支援非華語學生盡展潛能。如 你錯過了上一期《資優樂》，歡迎到本學苑網站 的「家長園地」下載。

The previous issue of Nurturing the Gifted led parents to explore egocentric gifted children. In this issue, we explore how society, parents and schools can work together to support non-Chinese speaking students to develop their full potential. To refresh your memory, you are welcome to download the previous issue of Nurturing the Gifted at the Parent Zone of the HKAGE website.

2014年的《施政報告》首次提及少數族裔須融入 社會，同時亦引起社會對少數族裔的關注。現時 香港有約6.4%的人口為非華裔人士，當中有不少 適齡學童入讀本地及國際學校。他們可能不諳甚 至不會說廣東話，但是這一群居住在香港的學生 是如何學習的呢？他們的資優潛能會否因不同的 種族特質而未能好好發揮？從少數族裔資優兒的 父母中，有什麼育兒方法是可讓家長們借鏡的呢? 第十五期的《資優樂》很榮幸地邀請到平等機會 委員會委員暨香港城市大學副教授謝永齡博士接 受訪問，在「專題研習」一欄中與我們剖析少數 族裔的資優兒在港學習的情況及所遇到的困難， 以及尋求不同方法讓這一群資優兒盡展潛能。在 「研究分享」中，我們會詳盡探討有關香港及各 國 對 少 數 族 裔 資 優 兒 的 研 究 。 除 此之 外 ， 今 期 「專家分享」邀得地利亞修女紀念學校(吉利徑) 陳鉅培校長與該校兩名南亞裔校友分享他們在 求學過程中的點滴及畢業後的成功經驗。另外在 「家長園地」，我們與分別來自非洲及尼泊爾的 家庭進行面談，他們分享了培育資優兒的心得， 好讓家長從中汲取與子女的溝通技巧及增潤親子 時間的經驗。

In the 2014 Policy Address, the integration of ethnic minorities was mentioned for the first time; at the same time, it aroused concerns for ethnic minorities in our society. Currently Hong Kong has about 6.4% of the population who are non-ethnic Chinese, amongst many of whom are school-age and have enrolled in local and international schools to receive education.

They may not even speak or know Cantonese at all, but how do this group of students living in Hong Kong learn? Will their gifted potential fail to play due to their differences in ethnicity? Are there any parenting methods we can learn from parents of these gifted ethnic minority children?

In Issue No. 15 of Nurturing the Gifted, we are very honoured to have invited Dr. TSE Wing Ling, John, Equal Opportunities Commission member cum Associate Professor of City University of Hong Kong for an interview. He analysed the learning circumstances in Hong Kong and difficulties which these gifted ethnic minority children face in the “Feature Article” section in order to seek different ways to develop their full potential. We will also discuss researches on gifted ethnic minority children in details in “Research Corner”.

In addition, in “Professional Sharing” of this issue, we have also invited Dr. CHAN Kui Pui, the Principal of Delia Memorial School (Glee Path), together with two alumni of South Asian origins to share bits of their schooling and their successful experiences after graduation. Also in “Parent Zone”, we interviewed families from Africa and Nepal to share their experiences in nurturing gifted children, allowing parents to learn about the communication techniques and enrichment of quality time with their gifted children.

Nurturing the Gifted | Jan 2015 | Issue No.15

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專題研習 Feature Article

被遺忘的資產： 細看少數族裔資優兒 作者：謝永齡博士

當

討 論 資 優 教 育 或 資 優 兒 時，少 數 族 裔 ( 非華語 ) 的資優兒常被大眾忽略。去年 不少報刊報導一名生於香港的十四歲印 度籍資優兒 Arjun Singh，年紀小小已於國際高級程 度會考物理及數學科取得佳績。他曾經被學校拒 絕跳班的申請而離校，但因沒有合適的學校能配 合他的「資優」需要，他無法一展所長，教育局最 後特許他於家中接受教育，諷刺的是他去年已獲 倫敦大學取錄 (Harris, 2013)。談及香港的非華語學

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為何 他們的成就及潛能未 被廣泛關注及報導？

1. 大眾對「資優」的定義理解狹窄，普遍把「資優」 只定義為智商高，學業成績非凡。少數族裔的資 優面未必如此。

生，總數約有 28,000 人，以巴基斯坦學童較多， 其次有尼泊爾、菲律賓、印度等國籍的學生，他 們慣用的語言包括英語、烏爾都語、尼泊爾語、 他加祿語及印地語（HKSAR, 2014） 。於這群少數族 裔學生當中，可能隱藏了若干個 Arjun Singh，有

2. 香港社會沒有完善的「多元文化」政策。縱然香

很多具潛能的資優兒實在值得外界發掘和栽培。 可惜，香港雖以國際都會著稱，志在匯聚各方人 才，但有關培育非華語「資優」學童的話題卻仍未 被社會大眾關注。因此，這群兒童被社會忽略而 未能盡展潛能。毋庸置疑，好好培育非華語人才 不但讓他們盡展才華，亦能使他們融入社會，更 可成為香港珍貴的人力資源。

他們不衞生。這些印象會令華語學童抗拒接近

Nurturing the Gifted | Jan 2015 | Issue No.15

港是國際都會，絕大部分人口都是中國人，期 望少數族裔融入大社會，但社會並未嘗試了解 及包容非華語組群。此外，大眾對少數族裔存 有種族刻版印象，例如印度人用手吃飯便覺得 少數族裔學童。 3. 香港教師及非華語資優兒的家長對「資優」缺乏 認識。由於資源不足，缺乏能辨識少數族裔資優 兒的評估工具及無人成為他們的伯樂，可見少數 族裔資優兒的數量是被低估的。

專題研習 Feature Article

非華語家長 如何讓他們

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的資優兒盡展潛能？

1. 改變思維。對兒女要抱有信心、期望，也要保持

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非華語的資優兒正面臨什麼

樂觀。要衝破自己原有的傳統文化思想，如讓女

挑戰或困難？

孩接受與男孩一樣的教育。多關心子女的情況， 找出他們的潛能。

1. 貧窮。少數族裔家長失業率較高及收入較低。貧 窮令小孩在學習上欠缺資源。另外，家長亦可能

2. 為子女安排課外、增潤學習活動。首先，讓他們

因貧窮而不熱衷為子女安排課外及增潤學習活動

涉獵更多興趣範疇，找到自己興趣或強項。於發

(Hau, 2008)。

現特定範疇的興趣後，容許他們投入其中，進一 步學習。透過豐富的活動，協助他們擴大社交圈

2. 低 期 望。少 數 族 裔 家 長 一 般 教 育 程 度 低，於 香

子，與志趣相投或智能相約的同伴為樂，讓他們

港，只有三成的少數族裔父母擁有中學教育程

可安心地發揮潛能，不需顧慮「受同儕排斥，要

度 (Hau, 2008)，他們對子女的教育及前途期望較

隱藏自己的優秀面」的問題。

低。同時，他們亦不太重視子女是否完成功課、 準 備 測 驗 和 校 內 的 請 假 日 數。還 有，部 分 少 數

3. 為自己發聲。經驗所得，少數族裔家長親身向社

族裔家長思想較傳統，仍抱有「重男輕女」的觀

會及政府提倡加強培育非華語資優兒，比平等機

念，有「相信女生不需要接受與男生同等程度教

會委員會委員發言更有說服力。

育 」的想法 (Hau, 2008) 。此等「低期望」剝奪了 資優兒不少發展機會。 3. 語言障礙。中文不是少數族裔的第一語言，因此 兒童在學習上要面對語言不通的問題，有時會不

學校 如何讓非華語資優兒

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盡展潛能？

明白教學內容，有時亦不能充份表達所學。 學校需有系統地支援非華語學童，例如： 4. 朋輩影響。若非華語資優兒的朋友不是資優，加 上於香港要結識及維持友誼並非易事，為了獲得 同儕認同，少數族裔資優兒會選擇隱藏自己的優

1. 成立有關非華語資優範疇的委員會，制訂政策及 調適課程。

秀面。 2. 培訓教師。相對於教導本地學生，教師教導少數 5. 教育問題。第一，非華語兒童多數入讀「指定學 校」，即取錄及照顧非華語學生、願意與教育局合

族裔學童時需要更多的教學知識和技巧，培訓能 填補這方面的不足。

作發展支援措施的學校。事實上，大部分較受家長 歡迎的學校（名校），無一是「指定學校」 。 「指定

3. 推行朋輩支援計劃，讓較有能力的華語同學在課

學校」起初因學校發展不理想（如資源不足，師

堂外的時間為少數族裔學童提供學業及情意發展

資不良），致本地學生入讀率不足，而需轉型，

上的協助，建立和諧氣氛 (Hau, 2008)。

漸漸被大眾視為較差的學校。第二，教師培訓不 足。政府雖有撥款多聘請教師，但教師面對少數 族裔學童時欠有效教學法。

4. 推行家長教育。例如：舉辦講座及工作坊，為非 華語資優兒之家長提供各方面的支援。

Nurturing the Gifted | Jan 2015 | Issue No.15

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專題研習 Feature Article

作者介紹

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社會 如何讓非華語資優兒 盡展潛能？

公眾社會應以完全包容的心態發掘少數族裔的長處 與優點。一些能促進共融及幫助非華語資優兒發展 潛能的建議有： 1. 為少數族裔建立正面形象和推廣反歧視信息。例 如：製 作 電 視 特 輯 和 推 行 學 校 外 展 計 劃，宣 揚 「多包容」、「多關心」少數族裔人士的信息。 2. 鼓勵大眾直接接觸非華語人士。如組織「國際紅 十字隊」、「國際童軍隊」供少數族裔兒童及本地

謝永齡博士 平等機會委員會委員 香港城市大學應用社會科學系副教授 資深教育心理學家

兒童共同參加。 3. 改善現有教育制度。例如允許非華語學童選擇學 習語言，不限制他們只學習中文，提供其他學習 語言予他們選擇。除此之外，可支持實行「個別 化教育計劃」 （IEP）。資優生與普通學生存在著一 定差異，因此在教學上需採用不一樣的教材及評 量標準。IEP 以個別化的教學為基礎，為個別資 優生設計學習進程。

參考文獻 林 幸 台、林 寶 貴、洪 儷 瑜、盧 台 華、楊 瑛、陳 紅 錦 （1994）。我國實施特殊兒童個別化教育方案之策略研 究。教育部社會教育司委託研究。臺北市：國立台灣師 範大學特殊教育研究所。 Harris, B. (2013, August 21). Child Prodigy’s dream in doubt.

South China Morning Post. Retrieved from http://www.scmp. com/news/hong-kong/article/1298166/child-prodigysuniversity-dream-doubt Hau, K. T. (2008). Tracking the Adaptation and Development of Non-Chinese Speaking Children (NCS) in Mainstream Schools. Retrieved June 19, 2014, from http://www.edb.gov. hk/attachment/tc/student-parents/ncs-students/support-toschool/exe_summary%20_chi.pdf

謝博士的期望 希望政府不要停留於提供經濟支援的層面 上，應盡快為少數族裔資優學童編訂政策 及執行相關措施，並調適課程及改良教學 模式，讓非華語資優兒盡展所長。

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Nurturing the Gifted | Jan 2015 | Issue No.15

Hong Kong Special Administrative Region Government.

(2014). Replies to Initial Written Questions raised by Finance Committee Members in Examining the Estimates of Expenditure 2014-15. Retrieved July 2, 2014, from http://www. edb.gov.hk/attachment/en/about-edb/press/legco/others/ edb-e.pdf Hong Kong Special Administrative Region Government. (2014).

Support for Ethnic Minorities [Brochure]. Hong Kong: Hong Kong Special Administrative Region Government.

專題研習 Feature Article

The Forgotten Treasures:

Gifted Children of Ethnic Minorities Author: Dr. TSE Wing Ling, John

E

thnic minority (or non- Chinese) gifted students are usually neglected when we talk about gifted education or gifted children. Last year, Arjun Singh, a 14-year-old Indian gifted child born in Hong Kong, gained wide media coverage for having scored top marks in his international A-level examinations for physics and mathematics. He once withdrew from his school after it had turned down his request for grade skipping. Since there was no school which could meet his “gifted” needs, he was unable to fulfil his full potential and the Education Bureau finally granted him a special permission to be educated at home. Ironically, he was accepted by the University of London last year (Harris, 2013). In Hong Kong, there are approximately 28,000 non-Chinese students in total, with the largest number of Pakistanis, followed by Nepalese, Filipinos and Indians. They speak mostly English, Urdu, Nepali, Tagalog and Hindi (HKSAR, 2014). Among these ethnic groups, perhaps there are several gifted children like Arjun Singh whom we should help unlock their potential and nurture. However, though Hong Kong is famous for being an international metropolitan city which seeks to attract talent from all over the world, the public is still unaware of the issue about nurturing non-Chinese gifted children, and they are thus neglected in the society and unable to develop their potential to the full. Without any doubt, if we nurture non-Chinese children well, not only will they make the most of their talent, but they will also integrate into the community and even become Hong Kong’s invaluable human resources.

Why haven't their

1

achievements and potential attracted public attention and extensive media coverage?

1. "Giftedness" has generally been given a narrow definition that most people consider being “gifted” as having high IQ and demonstrating outstanding academic performance, but ethnic minorities may exhibit different gifted traits.

2. Hong Kong has not developed a sound policy for multiculturalism. Although Hong Kong is an international metropolis, the vast majority of the population is Chinese. Ethnic minorities are expected to integrate into the majority; however, the majority has not tried to understand and show kindness to the non-Chinese groups. Moreover, the public has stereotyped views on ethnic minorities; for instance, Indians are considered to have poor hygiene for eating with their bare hands. These images may make Chinese -speaking students reluctant to approach ethnic minority students.

3. Teachers and parents of non- Chinese gif ted students in Hong K ong do not have a good understanding of “giftedness”. Owing to the lack of resources, assessment tools for identifying gifted children of ethnic minorities and people who can spot their talents, the number of gifted minority students seems to have been underestimated.

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專題研習 Feature Article

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What challenges or difficulties are non-Chinese gifted students facing?

1. P o v e r t y . E t h n i c m i n o r i t i e s h a v e h i g h e r unemployment rates and lower income. Due to poverty, their children are not provided with sufficient learning resources. Furthermore, parents may not be so keen on their children to take part in extra-curricular and enrichment learning activities (Hau, 2008).

2. Low expectations. Most ethnic minority parents have low levels of education - in Hong Kong, only 30% of them have completed secondar y education (Hau, 2008); therefore, they have lower expectations for their children’s education and future. Also, they do not care much if their children have finished homework, prepared for tests or been absent from school. Furthermore, some of them are rather conventional, still regarding men as superior to women and believing that girls do not need to receive the same level of education as boys’ (Hau, 2008). These “low expectations” hinder the development of gifted children.

3. Language barriers. Since Chinese is not the first language of ethnic minorities, their children are beset with language problems that they sometimes do not understand what is taught in class or cannot express what they have learnt.

4. Peer pressure. It is not easy for non-Chinese gifted students to establish and maintain friendships in Hong Kong, and if they have made friends with people who are not gifted, they may choose to hide their giftedness in order to gain recognition from peers.

5. Education problem. First, most non-Chinese children attend ”designated schools“, which admit minority students and provide support to cater for them in collaboration with the Education Bureau.

In fact, none of the schools that are popular among parents (i.e. prestigious schools) are ”designated schools“. The ”designated schools“, which had to undergo transformation due to under-enrolment caused by poor development (e.g. inadequate resources, under-qualified teachers), have been considered to be inferior schools. Second, there i s i n s u f f i c i e n t te a c h e r t r a i n i n g. T h o u g h t h e government has increased provision for hiring teachers, teachers are not well-trained to teach minority students effectively.

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How can non-Chinese parents help their gifted children to fulfil their full potential?

1. To change their mindset. Parents should have confidence in and expectations for their children, as well as remain optimistic. They need to break the conventional mould of thinking; for example, allowing girls to receive the same level of education as boys'. Parents should also care more for their children, helping them unlock their potential.

2. To arrange for children to participate in extracurricular and enrichment learning activities.

First, children should be exposed to a wide range of activities so as to enable them to find their own areas of interest and strengths. After discovering a specific area of interest, children should be allowed to be absorbed in it, deepening their understanding of the interest. Varied activities will help them expand their social networks, striking up friendships with like-minded or more or less equally intelligent peers. Thus, they will not need to disguise their giftedness to seek peer acceptance and consequently they will be able to fulfil their true potential freely.

3. To make their own voices heard. Experience tells us that minority parents are more persuasive than the Equal Opportunities Commission to advocate the nurturing of non-Chinese gifted children to the community and the government.

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How can schools help nonChinese gifted children fulfil their full potential?

Schools should provide systematic support for nonChinese students. For example: 1. To set up a committee on gifted education for nonChinese students to develop relevant policies and differentiated curriculum.

2. To train teachers. Compared with local students, teaching minority students requires even wider knowledge and better skills of education. This problem can be alleviated by providing more training for teachers.

專題研習 Feature Article

3. To launch a peer support scheme that enables more capable Chinese students to provide help for their ethnic minority peers so as to foster the minority students’ academic and affective development, as well as harmony (Hau, 2008).

About the author

4. To implement parent education. For instance, organising talks and workshops to provide the parents of non-Chinese gifted students with all kinds of support.

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How can the society help non-Chinese gifted children fulfil their full potential?

The public should adopt an extremely kind attitude towards ethnic minorities in order to explore their strengths. The following is some advice about promoting social inclusion and helping non-Chinese gifted students develop their potential:

Dr. TSE Wing Ling, John Board Member, the Equal Opportunities Commission Associate Professor, Department of Applied Social Sciences, City University of Hong Kong Educational Psychologist

1. To create a positive image for ethnic minorities and promote anti-discrimination. For example, producing TV programmes and initiating school outreach programmes to spread the message of accepting and caring for ethnic minorities.

2. To e n c o u r a g e t h e p u b l i c t o h a v e d i r e c t contact with non-Chinese groups. For example, organising an international Red Cross team or a troop of international Boy Scouts for both minority and local children to join.

3. To improve the current education system. For example, non-Chinese students should be allowed to choose which languages to learn. In other words, it should not be compulsory for them to learn Chinese, but they should be provided with choices to learn other languages instead. Additionally, the society may advocate the implementation of Individualised Education Plan (IEP). Since there are certain discrepancies between gifted students and ordinary students, different teaching materials and assessment criteria should be used. Based on individualised learning, IEP can tailor learning plans to meet gifted students’ needs.

Dr. TSE’s Expectation

References 林 幸 台、林 寶 貴、洪 儷 瑜、盧 台 華、楊 瑛、陳 紅 錦 （1994）。我國實施特殊兒童個別化教育方案之策略研 究。教育部社會教育司委託研究。臺北市：國立台灣師 範大學特殊教育研究所。 Harris, B. (2013, August 21). Child Prodigy’s dream in doubt.

South China Morning Post. Retrieved from http://www.scmp. com/news/hong-kong/article/1298166/child-prodigysuniversity-dream-doubt Hau, K. T. (2008). Tracking the Adaptation and Development of Non-Chinese Speaking Children (NCS) in Mainstream Schools. Retrieved June 19, 2014, from http://www.edb.gov. hk/attachment/tc/student-parents/ncs-students/support-toschool/exe_summary%20_chi.pdf Hong Kong Special Administrative Region Government.

(2014). Replies to Initial Written Questions raised by Finance Committee Members in Examining the Estimates of Expenditure 2014-15. Retrieved July 2, 2014, from http://www. edb.gov.hk/att Hong Kong Special Administrative Region Government. (2014).

Support for Ethnic Minorities [Brochure]. Hong Kong: Hong Kong Special Administrative Region Government.

I hope that the government will not only offer financial support to gifted students of ethnic minorities, but also formulate relevant policies and take measures, as well as differentiate the curriculum and reform the existing education system to help them make the most of their gifts.

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我們的資優少數族裔 在 2014 年的《施政報告》中，少數族裔首次被提及，並被鼓勵進一步融入本地社會。在香港，少數族裔資 優兒的潛力一直未被研究，甚至有被忽視的危機。 在香港，資優少數族裔的教育需求不斷增長，然而，他們往往被現行教育制度忽視。本文將先看看本港少 數族裔生人數。然後，對少數族裔身份的關注和影響進行討論。最後，我們將談及老師有什麼要注意的地 方及家長可以做些什麼以滿足少數族裔生的需求。

本港少數族裔生人數持續增長

少數族裔生所面對的困難 語言隔膜

教育局資料顯示，少數族裔生的定義為在港非華裔 學生。從2009到2014年間，在港非華語少數族裔生 的人數每年平均以11％的速度遞增（Education Bureau, 2014）。

對少數族裔來說，語言隔膜是他們其中一項最明 顯的挑戰。根據2011年的人口普查，只有41.7%的 少數族裔生（不包括白人）以英語作為日常用的 語言，只有31.4％的人以廣東話作為常用語。尤其 只有7.27％的巴基斯坦、尼泊爾和泰國人以英語 為常用語，24.3％以廣東話為慣用語。然而，大 多在香港使用的識別工具/ 評估是以中、英文編寫 的。中或英語文能力較低的學生，評估或學業表 現可能受到阻礙，因此少數族裔資優生有機會被 忽視。

在2013-2014年間，香港有25,384名非華語少數族裔 生，佔全港學生總人數（817,066）的3.1％（Education Bureau, 2014）。如圖二所示，非華語少數族裔的中、小學 生人數的分佈亦相當均勻。 在這些非華語的中、小學生當中，36％為巴基斯坦 人，18％為菲律賓人，17％為尼泊爾人，14％為印度 人（更詳細分類，請參見圖三）。

朋輩關係

教育統籌委員會（1990）把資優定義為在一個或多個 領域中有傑出成就和／或潛能。在香港，智商是六種 用於識別資優兒方法其中之一種。若在標準評估（如 韋氏兒童智力量表―第四版）（Wechsler, 2004 ）使用 IQ130為資優的常態分佈，可預計這些少數族裔生至少 有2.3％為資優生。加上說華語的少數族裔生，現實中 須受到顧及的資優少數族裔生人數可能還有更多。

另一個少數族裔生所反映的問題是他們與朋輩之 間 的 關 係（Ku, Chan, & Sandhu, 2005）。這 並 不 一 定意味是歧視，事實上，一些少數族裔生表示本 地學生表現友好。有時候，少數族裔生無法與本 地學生保持良好的溝通；特別是與一些不懂英語 的本地學生。此外，有指由於他們的文化或宗教

16,000

小學（小一至小三）

14,000

20% (2956)

12,000

27% (4001)

10,000

4,000

Primary (P4 - P6) Secondary (S1 - S3) Secondary (S4 - S6) 中學（中四至中六） 中學（中一至中三）

8,000 6,000

小學（小四至小六） Primary (P1 - P3)

27% (3997)

小學 中學

0

總計

26% (3760)

括號內的數字為學生人數

20 09 /1 0 20 10 /1 1 20 11 /1 2 20 12 /1 3 20 13 /1 4

2,000

圖一. 從2009/10年到2013/14年間以學校年級來區分的在港非 華語少數族裔生的數目

4%

8

圖二. 2013/14年度以學校年級來區分的非華語少數族裔生人 1% 1% 數之百分比 <1% 2% 1%

6%

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36% 14%

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文化上的差異，少數族裔生可能不易與本地生輕 鬆聚會。例如一位茹素的少數族裔生獲邀參與燒 烤活動，也未必能應邀出席或樂在其中，但本地學 生則誤以為是他 / 她無禮貌。少數族裔生也反映了 即使他 / 她 （少數族裔生） 試圖向本地生解釋他 們 （少數族裔生） 的文化和宗教信仰，但也無法 被本地生理解。這些都阻礙朋輩關係。這意味著 未來我們有必要去教育我們的學生對其他文化和 儀式的了解。

識別 多重識別 資優的少數族裔生通常被忽略，因一般評估有時 對於這個羣組來說效用不大。例如 Rudowicz 和 Yue 的研究 （2000） 發現，用於不同文化中的創造力 調查有不同的統計結果。調查中的某些因素只適 用於特定的文化。這意味著某些資優識別工具可 能容易受文化影響。多重識別可能對此較有幫助 （Coleman & Gallagher, 1994; DeLeon & Argus-Calvo, 1997）。

一般教育 在 香 港，少 數 族 裔 生 可 能 沒 有 足 夠 的 教 育 支 援。一 些 少 數 族 裔 生 的 教 育 狀 況 未 如 理 想。舉 例來說，與 27.3% 的總人口 （Population Census, 2011） 相比，平均只有 14.7％的巴基斯坦、尼泊 爾和泰國少數族裔人士曾接受專上教育。南亞裔 生的輟學率比華裔生高兩倍 （South China Morning Post, 2013）。這些少數族裔生的天賦未必比常人 少或他們未必比常人懶惰；相反，他們可能沒有 20% (2956) 像其他學生一樣得到平等的機會，因他們通常只 能入讀幾所在主流教育制度支援網絡內的學校。 此外，其原居地原有的課程難度或教學大綱也有 別 於 本 港（Ku, Chan, & Sandhu, 2005） 。此 外，一 27% (3997) 些少數族裔學生反映說，他們選擇攻讀心儀的課 程有一定的難度，皆因他們的學校早已為他們做 了決定。且不說資優教育，為這些少數族裔而設 的教育就已不充分了。

4%

2% 1%

1%

多重識別涉及多方面的識別方法，如老師提名、 家長提名、朋輩識別、自我提名、學生檔案和標 準 化 測 試 （DeLeon & Argus-Calvo, 1997; Forsbach & Pierce, 1999） 。 除 了 分 數 評 估，Renzulli 和 Reis （2004）建議用其他類型的表現作識別程序的標 準，如精通特定學術範疇的知識、在特定或跨學科 範 疇 展 現 的 創 意 及 長 遠 展 現 的 創 意。此 外， Kirschenbaum （1998） 提出的動態評估，其中涉 及要求學生完成一項任務、教導學生執行任務、 Primary (P1 - P3) 27% (4001) 觀察學生以確定他 / 她學習得有多快，並重新評估 Primary (P4 - P6) 學生的能力水平。 這種方法對於有語文能力限制 Secondary (S1 - S3) 的學生來說是非常有用的。此外，個別的識別亦 Secondary (S4 - S6) 允 許 任 何 方 法 的 表 達，如 藝 術 媒 介，好 像 是 詩 26% (3760) 歌、繪畫、小說及攝影等 （DeLeon & Argus-Calvo, 1997） 。不同的表達方式，學生在可以充分發揮自 己知識的同時，也可以在學校內集合大量不同的 文化和經驗。

1%

<1%

6% 36% 14%

17% 18%

巴基斯坦人 菲律賓人 尼泊爾人 印度人 其他 白種人 泰國人 日本人 印尼人 其他亞洲人 韓國人

圖三. 2013/14年度不同非華語少數族裔（中、小學）人數的百分比

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因此，當使用本地識別工具時，應考慮使用學生 本身的文化規範/ 基礎。 此外，對於資優也應該有 統一的定義和意思，及應更注意文化因素對智力 的影響（Ford & Harris, 1990; Maker, 1996）。否則， 資優的少數族裔生可能成為漏網之魚。 教師提名 教師在識別資優少數族裔生起了關鍵性的作用。 對 於 跨 文 化 的 資 優 概 念，師 資 培 訓 是 必 不 可 少 的。這 可 能 包 括 拓 闊 對 智 力 的 看 法（Baldwin, 2004），提高對資優兒童表現的認知及種族、文化 和語言因素對少數族裔資優兒童表現的影響 （Maker, 1996）。Frasier，Garcia 和 Passow（1995） 提出，提名少數族裔生是關係到教師的態度及對 於他們的了解。不幸的是，教育工作者一般對資 優少數族裔生有著負面的刻板印象和對其能力有 不準確的看法（Maker, 1996），學生的長處可能會 被忽略。因此，教師了解少數族裔的文化及拓寬 他們對資優的看法是十分重要的。 家長提名 家長提名也被認為是識別資優兒的另一途徑 （Coleman, Gallagher, & Foster, 1994） 。儘 管 父 母 可能有偏見，父母在家裏的觀察可對孩子有更深入 的了解，並察知孩子的表現是否與其他教育工作者 的觀察一致。特別是那些來自不同文化背景的家長 們，可以更了解自己孩子的長處，並鼓勵他們與老 師和學校分享他們的想法，教育工作者因此也可以 對學生和他們的文化有進一步的了解。此外，美國 的一項研究指出一些少數族裔生可能會認為資優教 育是一種主流學生的特權。他們可能會隱瞞自己的 「天賦」 或為避免主流社會的壓力而拒絕進一步發 展他們的智力技能 （Baldwin, 2004） 。相反，Ku， Chan 和 Sandhu （2005） 認為香港少數族裔生具有 較高的自尊，認為自己有本地學生可能沒有的特別 能力或天賦。雖然如此，家長應該跟孩子傾談說資 優教育並不是主流社會的一種特權，並提供渠道以 栽培他們。

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總結 香港有不少少數族裔生，他們的教育需求正在不 斷增長，包括資優教育在內的多元文化教育有很 多方面需要考慮。他們的情感需求，如發展朋輩 關係，是不容忽視的。作出識別時，亦應顧及文 化差異。在識別資優生時，教師和家長的提名也 很重要。更重要的是，家長的參與和家校合作可 以幫助識別和發展少數族裔生天賦。在家長和學 校的合作下，我們的少數族裔生將有一個光明的 未來。

參考文獻 Baldwin, A. Y. (2004). Culturally diverse and underserved population of gifted students. Thousand Oaks, CA: Corwin Press. Retrieved from http:// www.corwin.com/upm-data/7016_baldwin_intro.pdf Coleman, M. R., & Gallagher, J. J. (1994). Report on state policies related to the identification of gifted students. Retrieved from http://files.eric.ed.gov/ fulltext/ED344368.pdf Coleman, M. R., Gallagher, J. J., & Foster, A. (1994). Updated report on state policies related to the identification of gifted students. Retrieved from http://files.eric.ed.gov/fulltext/ED372591.pdf DeLeon, J., & Argus-Calvo, B. (1997). A model program for identifying culturally and linguistically diverse rural gifted and talented students.

Retrieved from http://files.eric.ed.gov/fulltext/ED406125.pdf Education Bureau. (2014). Replies to initial written question raised by finance committee members in examining the estimates of expenditure 2014-15. Retrieved from http://www.edb.gov.hk/attachment/en/aboutedb/press/legco/others/edb-e.pdf Education Commission. (1990). Education commission report No. 4. Hong Kong: Hong Kong Government. Retrieved from http://www.edb.gov.hk/ attachment/en/about-edb/publications-stat/major-reports/ecr4_e.pdf Ford, D. Y., & Harris, J. J. (1990). On discovering the hidden treasures of gifted and talented Black children. Roeper Review, 13 , 27-32.

Forsbach, T., & Pierce, N. (1999). Factors related to the identification of minority gifted students. Retrieved from http://files.eric.ed.gov/fulltext/ ED430372.pdf Frasier, M., Garcia, J. H., & Passow, A. H. (1995). A review of assessment issues in gifted education and their implications for identifying gifted minority students. Retrieved from http://files.eric.ed.gov/fulltext/ED388024.pdf Kirschenbaum, R. J. (1998). Dynamic assessment and its use with underserved gifted and talented populations. Gifted Child Quarterly, 42, 140-147.

Ku, H. B., Chan, K. W., & Sandhu, K. K. (2005). A research report on the education of south Asian ethnic minority groups in Hong Kong. Retreived from http://w w w.apss.polyu.edu.hk/sscsps/download. php?file=12789052941718738294.pdf Maker, C. J. (1996). Identification of gifted minority students: A national problem, needed changes and a promising solution. Gifted Child Quarterly, 40 (1), 41-50.

Population Census. (2011). Thematic report: Ethnic minorities. Retrieved from http://www.census2011.gov.hk/pdf/EM.pdf Renzulli, J. S., & Reis, S. M. (2004). Identification of students for gifted and talented programs. London: Corwin Press.

Rudowicz, E., & Yue, X. D. (2000). Concepts of creativity: Similarity and differences among Mainland, Hong Kong and Taiwanese Chinese. Journal of Creative Behaviour, 34 (3), 175-192.

South China Morning Post. (2013). Hong Kong should improve the life chances of its ethnic minorities. Retrived from http://www.scmp.com/ comment/insight-opinion/article/1348616/hong-kong-should-improvelife-chances-its-ethnic-minorities Wechsler, D. (2004). The Wechsler Intelligence Scale for Children - Fourth Edition. London: Pearson Assessment.

研究分享 Research Corner

Our Gifted Ethnic Minorities In the 2014 Policy Address, ethnic minorities (EM) have been mentioned for the first time and are encouraged for further integration into the local Hong Kong community. The potentiality of the gifted EM has not been researched or even been neglected in Hong Kong.

There is a growing education need amongst the gifted EM in Hong Kong; yet, these students are generally underrepresented in the current education system. In this article, we will first look at the number of EM students in Hong Kong. The concerns and implications in the identification will then be discussed. Lastly, we will talk about what teachers should be aware of and what parents can do.

Growing number of EM students in Hong Kong

definition of giftedness at IQ 130 in a normal distribution of standard assessments such as the Wechsler Intelligence Scale for Children IV ( Wechsler, 2004), it could be estimated that at least 2.3% of these minority students are gifted. Thus, under these criteria plus the Chinese speaking EM, there could be more gifted minority students who need to be catered for in reality.

According to the Education Bureau, EM students are defined as students in Hong Kong who are of nonChinese ethnic origins. From 2009 to 2014, the number of non-Chinese speaking (NCS) EM students in Hong Kong increased by an average of 11% annually (Education Bureau, 2014).

Difficulties with EM Students Language Barrier

In 2013-2014, there were 25,384 NCS EM students in Hong Kong, accounting for 3.1% of the total number of students (817,066) (Education Bureau, 2014). The distribution of NCS EM primary and secondary students were quite even, as shown in Fig 2.

One of the most apparent challenges of EM is their language barrier. According to the Population Census (2011), only 41.7% of the EM (excluding Caucasian) spoke English as the usual language and only 31.4% spoke Cantonese as their usual language. Particularly, only 7.27% of Pakistani, Nepalese and Thai spoke English as the usual language; 24.3% spoke Cantonese as the usual language.

However, the majority of the identification tools/ assessments in Hong Kong are written in English or Chinese. The lack of English or Chinese proficiency may impede the students’ performance in assessments or schoolwork; hence gifted minority students may be overlooked.

Amongst these NCS EM primary and secondary students, 36% were Pakistani, 18% were Filipino, 17% were Nepalese, 14% were Indian (For detailed breakdown, see Fig 3).

Education Commission (1990) defined giftedness as exceptional achievement and/or potential in one or more areas. Intelligence Quotient (IQ) is one of the six ways in identifying gifted students in Hong Kong. Using the 16,000 14,000

Primary (P1 -P3)

20% (2956)

12,000

27% (4001)

10,000 8,000 6,000 4,000 2,000

26% (3760)

Secondary

The numbers of students are shown in the brackets

Total

20 09 /1 0 20 10 /1 1 20 11 /1 2 20 12 /1 3 20 13 /1 4

0

27% (3997)

Primary

Primary Primary (P4(P1 -P6)- P3) Primary (P4 - P6) Secondary (S1 -S3) Secondary (S1 - S3) Secondary (S4 -S6) Secondary (S4 - S6)

Fig 1. The number of non-Chinese speaking EM students from 2009/10 to 2013/14 by school level

4%

1% 1% <1% Fig2% 2. 1% The percentage of number of non-Chinese speaking EM students by school level in 2013/14 6% 14%

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Relationship with Peers Another problem reported by the EM in Hong Kong was their relationship with peers (Ku, Chan, & Sandhu, 2005).

This does not necessarily mean discrimination, in fact, some EM indicated that the local students were friendly.

EM students sometimes cannot communicate well with the local students; especially some local students who do not speak English. Also, it was indicated that it may not be easy for EM to hang out with local students due to their cultures or cultural religions. For instance, he/she could not enjoy going for barbeque with the local students together even if invited since he/she was a vegetarian.

The local students misunderstood he/she was rude too.

The EM student also reflected that the local students could not understand their cultural or religious beliefs even if he/she tried to explain to them. All these hinder the peer relationships. This implied there is a need for educating our students about other cultures and their rituals in the future.

General Education EM may not have sufficient education support in Hong Kong. Some EM seem to have much lower education status. For instance, only an average of 14.7% of Pakistani, Nepalese and Thai attended post-secondary education as compared with 27.3% for the whole population (Population Census, 2011). The school dropout rate for South Asians was twice as high as for Chinese (South China Morning Post, 2013). It was suggested that these EM students may not be less gifted or not as hard working as others; instead, they may not have equal opportunities like other students and are only limited to a few schools within the supported network of the mainstream education system. In addition, it was also indicated that the difficulty of the curriculum or syllabus is different from EM students’ home countries than in Hong Kong (Ku, Chan, & Sandhu, 2005). Furthermore, some EM students reported that it was not easy for them to choose what they want to study as the school had already decided for them. Not to mention gifted education, the education for these EM is inadequate.

Identification Multiple Identification For gifted EM students, they are usually underrepresented as general assessments are sometimes not effective for EM. For instance, Rudowicz and Yue’s study (2000) found that the same creativity survey used in different cultures

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had yielded different statistical results. Some factors of the survey only apply to certain cultures. This implied that some gifted identification instruments could be culturally sensitive. It was suggested that multiple identification may help (Coleman & Gallagher, 1994; DeLeon & ArgusCalvo, 1997).

Multiple identification involves multidimensional approach of identification such as teacher nomination, parent nomination, peer identification, self-nomination, student portfolios, and standardised test (DeLeon & Argus-Calvo, 1997; Forsbach & Pierce, 1999). Alternative to test scores, Renzulli and Reis (2004) proposed other types of performance to be criteria of the identification procedure – academic mastery in a domain specific area, creative productivity in domain specific or interdisciplinary areas, and long-range creative productivity. Moreover, Kirschenbaum (1998) proposed the dynamic assessments, which involved asking the student to perform a task, teaching the student to perform that task, observing the student to determine how quickly he/she learns the task, and reassessing the student’s level of proficiency. This method was suggested to be useful for students who have limited language proficiency. Also, particular identification could also allow for any means of expression, such as artistic medium like poetry, drawing, fiction, photography, etc (DeLeon & Argus-Calvo, 1997). It was suggested that by accepting different ways of expression, students could fully display their knowledge; also, students could integrate a large variety of cultures and experiences in school.

Consequently, when using local identification instruments or tools, the norms/baseline of the student’s culture should be considered and used. Also, there should be a common definition or belief about giftedness, and more attention should be paid on the influence of cultural factors on intelligence (Ford & Harris, 1990; Maker, 1996).

Otherwise, gifted minority students may slip through the net.

Teacher Nomination Teachers play a critical role in gifted EM identification.

Teacher training on the concepts of giftedness across cultures is essential. This may include broadening the view of intelligence (Baldwin, 2004), raising the awareness of how gifted children behave and the interaction of ethnic, cultural and linguistic factors in the behaviours of gifted children from minority groups (Maker, 1996). Frasier, Garcia and Passow (1995) proposed that the nomination of

研究分享 Research Corner

minority students was related to the teachers’ attitudes and knowledge about minority students. Unfortunately, it was suggested that educators generally have negative stereotypes and inaccurate perceptions of the abilities of EM students (Maker, 1996), the students’ strengths are likely to be neglected. Hence, it is important for the teachers to understand the EM’s culture and broaden their views on giftedness.

Parent Nomination

Conclusion There are quite a number of EM students in Hong Kong and the education needs are growing. There are a lot to consider in multicultural education including gifted education. Their affective needs such as developing peer relationship should not be neglected. For identification, the cultural differences should always be considered.

Teachers’ and parents’ nominations are also important to identify gifted learners. More importantly, parental involvement and home-school collaboration can help identify EM students and develop their giftedness too.

With the cooperation between parents and school, our EM students would have a brighter future.

Parental nomination is also considered a source of information for identification (Coleman, Gallagher, & Foster, 1994). Despite the fact that parents could be biased, parental obser vation provides additional information about the child at home, and whether the child’s performance is consistent with what was observed References by other educators. Parents, especially those from Baldwin, A. Y. (2004). Culturally diverse and underserved population of culturally diverse backgrounds, could be more aware of gifted students. Thousand Oaks, CA: Corwin Press. Retrieved from http:// www.corwin.com/upm-data/7016_baldwin_intro.pdf their children’s strength and are encouraged to share their Coleman, M. R., & Gallagher, J. J. (1994). Report on state policies related to thoughts with teachers or schools, thereby educators are the identification of gifted students. Retrieved from http://files.eric.ed.gov/ likely to have a better understanding of the student and fulltext/ED344368.pdf Coleman, M. R., Gallagher, J. J., & Foster, A. (1994). Updated report on state their culture. In addition, a study in the US suggested that policies related to the identification of gifted students. Retrieved from some EM students may think gifted education is a http://files.eric.ed.gov/fulltext/ED372591.pdf privilege 20% for (2956) their mainstream. They may hide their DeLeon, J., & Argus-Calvo, B. (1997). A model program for identifying Primary (P1 P3) 27% (4001) culturally and linguistically diverse rural gifted and talented students. “giftedness” or refuse to further develop their intellectual (P4 - P6) Retrieved from http://files.eric.ed.gov/fulltext/ED406125.pdf skills in order to avoid pressure from thePrimary mainstream Education Bureau. (2014). Replies to initial written question raised by community (Baldwin, 2004). Contrarily,Secondary Ku, Chan, &(S1 - S3) finance committee members in examining the estimates of expenditure Sandhu (2005) suggested that Hong KongSecondary EM students(S4 - S6) 2014-15. Retrieved from http://www.edb.gov.hk/attachment/en/about27% (3997) edb/press/legco/others/edb-e.pdf have high self-esteem and the EM students think they Education Commission. (1990). Education commission report No. 4. Hong 26% (3760) Kong: Hong Kong Government. Retrieved from http://www.edb.gov.hk/ have special abilities or talents that local students may not attachment/en/about-edb/publications-stat/major-reports/ecr4_e.pdf have. Nevertheless, parents should talk to their children Ford, D. Y., & Harris, J. J. (1990). On discovering the hidden treasures of gifted that gifted education is not a privilege for the mainstream and talented Black children. Roeper Review, 13 , 27-32. and provide channels to nurture them.

Forsbach, T., & Pierce, N. (1999). Factors related to the identification of

4%

2% 1%

1%

1%

<1%

6% 36% 14%

17% 18%

Pakistani Filipino Nepalese Indian Others Caucasian Thai Japanese Indonesian Other Asian Korean

Fig 3. The percentage of number of different non-Chinese EM (primary & secondary) in 2013/14

minority gifted students. Retrieved from http://files.eric.ed.gov/fulltext/ ED430372.pdf Frasier, M., Garcia, J. H., & Passow, A. H. (1995). A review of assessment issues in gifted education and their implications for identifying gifted minority students. Retrieved from http://files.eric.ed.gov/fulltext/ED388024.pdf Kirschenbaum, R. J. (1998). Dynamic assessment and its use with underserved gifted and talented populations. Gifted Child Quarterly, 42, 140-147.

Ku, H. B., Chan, K. W., & Sandhu, K. K. (2005). A research report on the education of south Asian ethnic minority groups in Hong Kong. Retreived from http://w w w.apss.polyu.edu.hk/sscsps/download. php?file=12789052941718738294.pdf Maker, C. J. (1996). Identification of gifted minority students: A national problem, needed changes and a promising solution. Gifted Child Quarterly, 40 (1), 41-50.

Population Census. (2011). Thematic report: Ethnic minorities. Retrieved from http://www.census2011.gov.hk/pdf/EM.pdf Renzulli, J. S., & Reis, S. M. (2004). Identification of students for gifted and talented programs. London: Corwin Press.

Rudowicz, E., & Yue, X. D. (2000). Concepts of creativity: Similarity and differences among Mainland, Hong Kong and Taiwanese Chinese. Journal of Creative Behaviour, 34 (3), 175-192.

South China Morning Post. (2013). Hong Kong should improve the life chances of its ethnic minorities. Retrived from http://www.scmp.com/ comment/insight-opinion/article/1348616/hong-kong-should-improvelife-chances-its-ethnic-minorities Wechsler, D. (2004). The Wechsler Intelligence Scale for Children - Fourth Edition. London: Pearson Assessment.

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學與教:

與南亞裔舊生對話 Learning and Teaching:

Dialogues with South Asian Alumni 每個成功人士背後都有著不同的故事。這些成功人士也必定具備某些個人素質。他們與生俱來的天賦、家庭背 景、學習方法、成長與工作環境，以至他們結交的朋友，皆會大大影響他們成功的程度和機會。 在不同文化中成長的少數族裔人士，他們的經歷可以與我們截然不同。多年以來，地利亞修女紀念學校（吉利 徑）校長陳鉅培博士接觸了不少少數族裔學生。為幫助你認識資優行列其中一員，並對少數族裔人士加深了 解，他在其中挑選了兩位表表者，並訪問了他們，使能共你分享其成功經驗，令你了解他們的成長故事。

Behind every successful person there lies a different story. These persons must have certain personal qualities. Their talents, family backgrounds, ways of learning, growth and work environment, as well as friends they made, will greatly influence both the extent and chances of their success.

Ethnic minorities who grew up in different cultures can have very different experiences from us. Over the years, Dr. CHAN Kui Pui, Principal of Delia Memorial School (Glee Path), has contacted many ethnic minority students. To help you get to know a member of the gifted, and to get a better understanding of ethnic minorities, he has picked two of the best examples and interviewed them, so that they can share their successful experience with you to let you know their stories through their sharing of successful experience.

訪問一／Interview 1 : C 陳鉅培 CHAN Kui Pui A 林愛沙 Zaman Aisha 筆錄／Transcribed by：吳旨駿 NG Tsz Chun

C ：Aisha，妳原籍哪裏？什麼時候來港？ A ：我原本是一名居於巴基斯坦村莊的女孩，十四歲

的時候移民來港。

C ：我知道許多像妳一般年紀的女孩子，好不容易在 港重回校園，妳可否談談如何重新入學呢？ A ：就巴基斯坦鄉郊地區的習俗而言，女孩子並不需 要具備很高的教育程度。傳統上，女孩子應當留在家 中做家務，製作並出售手工藝品以幫補家計，以及照 顧家人。在香港，我放很多時間到銅鑼灣的公共圖書 館裏去看書。在知道我很喜愛學習後，我的母親決定 跟在香港讀書的大哥商討讓我在香港繼續讀書，繼而 再說服父親。

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C ：妳怎樣克服學習及語言的障礙呢？ A ：縱使在港遇到語言不通的障礙，我抓緊每個機會 參加校內的課外活動及在學校擔任不同職務。我曾 是學校的總領袖生，當上不同的職務，令我結識更多 人。在我來港後第一個學年，我遇上一位非常友善和 熱心助人的班主任Mr. Chow。他給予我無限的支持和 鼓勵。此外，我亦在班上遇到一位來自印尼，跟我背 景類似的女同學，我們漸漸在學校裏互相的依靠。為 了改善自己學業方面的表現，我自願參加了逢星期六 的補習班。透過努力學習，我亦成功升讀大學。

專家分享 Professional Sharing

C ：妳怎樣發現自己在藝術方面的興趣呢？ A ：由於巴基斯坦的學校並沒有提供藝術課，我首次

在港上藝術課時接觸到靜物繪畫的經驗，令我留下非 常深刻的印象。這還是我頭一回享受到創作的樂趣。 在學校裏，不同學會需要很多對藝術有興趣的同學佈 置學校，我參與了不少此類義務工作，創作的經驗大 增。現在在我的中學大門前，仍擺放著我當年為學校 創作的大型壁畫。

C ：妳中六畢業時，報讀了香港其中一所院校的工業 及產品設計學士課程，我知道此課程的入學競爭很 大，妳如何令自己脫穎而出？ A ：該課程的面試競爭非常激烈，在三百多名考生當 中，只會取錄三十名考生。考生大部分都已修畢兩年 有關設計的高級文憑，對立體繪畫技巧已十分純熟。 因此，對當時沒有設計基礎的應屆高考生的我而言， 是處於一個十分不利的位置的。為入讀此課程，我花 了數個星期去籌備面試專用的個人作品集。我堅決不 再使用以往在中學用作校本評核的作品，創作工業產 品的新畫作，以顯示我的學習動機和入讀該課程的決 心。

C ：我亦知道妳有很充實的大學生活，能分享一下妳 在大學學到了些什麼？ A ：我珍惜每個機會去學習和探索。例如，我申請了 到紐約去實習，在一家全美國首屈一指的婚禮公司工 作，名為「Knot」。該公司的業務遍及各地，為成千 上萬的訂婚男女度身訂造網站、書籍、雜誌、婚禮禮 物和廣播錄音等。在大學裏，每當我要做決定前，我 學到事前謹慎仔細分析事情的好處與壞處。在遇上難 題時，我亦會心胸豁達地考慮別人的建議。我堅信 「人類並不是各自過活的個體。我們不應只基於自己 的假設而做決定」。所以在做決定之前，我們須要小 心顧及身邊的社會群體。只有這樣，我們才可以在享 受成功的同時，令其他人亦感到快樂。現為平面設計 師的丈夫，亦為我帶來不少創作的靈感，讓我的成功 之路更加平坦。

C ：談到妳的丈夫，我也認識他，他不單是我的學 生，也是一位土生土長的香港人，你們怎樣克服重重 障礙，共諧連理？ A ：對，我們真的經歷了很多，找到真心愛你的人已 經很難，要他能夠為了我們的結合而甘於與我一起信 奉同一宗教更是難上加難（伊斯蘭教信徒不容許與異 教徒通婚）。

經歷了這一切，我們學會了一起面對困難而不須驚 慌，我們亦更加相信連繫在一起的力量。事情愈有挑 戰性，才愈讓事情變得有意義。

C : Aisha, where did you originally come from? When did you come to Hong Kong?

A : I was originally a girl living in a Pakistani village. When I was fourteen, I migrated to Hong Kong.

C : I know a lot of girls who are about the same age as yours and it is not that easy for them to be back to school again in Hong Kong. Can you talk about how you restarted school here?

A : According to the rural customs of Pakistan, girls do not need to have a high level of education. Traditionally, girls should stay at home to do the housework, make and sell handicrafts to make ends meet and take care of their families. In Hong Kong, I spent a lot of time at the Hong Kong Central Library in Causeway Bay reading books. After knowing that I love to learn, my mum decided to let me continue my education in Hong Kong after discussing with my elder brother who was studying here, and then to convince my father.

C : How did you overcome obstacles in learning and language?

A : Despite the language barrier I have encountered in Hong Kong, I seized every opportunity to participate in the school’s extra-curricular activities and held various positions at school. I have been the head prefect. Being in different positions, I got to know more people. In my first year of school after coming to Hong Kong, I met a very friendly and eager-to-help class master Mr. Chow. He gave me endless support and encouragement. I also met a classmate from I ndonesia, a female with similar background as mine. Gradually we relied on each other at school. In order to improve my academic performance, I volunteered for tutorial classes every Saturday. Through great effort at my study, I also successfully enrolled in university.

C : How did you find yourself interested in art?

A : Since schools in Pakistan do not offer art classes, my first experience in art lesson on still life painting which I took in Hong Kong left a very deep impression on me.

This was the first time I enjoyed creative fun. At school, various societies needed a lot of students who had talents in art to help with decoration. Participating in many voluntary work of this type brought me lots of experience with creative work. Now in front of my school, there still stands a large mural I created during those years.

另外，你必須向自己最重要的人展示你的決心，以便 他們能夠對你的決定表示信任及支持。一旦你找到理 想，不要輕言放棄。我們必定會有選擇，你只須關心 如何做抉擇便可以。只有堅持自己所選擇的路，人方 可以真正的成長。

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C : When you graduated from Form Six, you enrolled in a bachelor programme in industrial and product design at a local tertiary institute. I know the admission is very competitive, how did you make yourself stand out from the crowd?

A : The competition was fierce at the admission interview

of more than three hundred candidates, and only thirty got admitted. Most candidates had already completed the two-year design-related higher diploma, and were skilled at three-dimensional drawing techniques.

Therefore, as a high school graduate with no basic design concepts, I was greatly disadvantaged then. In order to be admitted, I spent a few weeks preparing a personal portfolio dedicated for the interview. I was determined not to include my high school school-based assessment (SBA) artwork again; I created new paintings for industrial products to show my motivation and determination to enrol in this course.

C : I also know that you had a very fulfilling university life. Can you share with us what you have learnt at university?

A : I cherished every opportunity to learn and explore. For example, I applied for an internship to work at a top-notch wedding planning company in New York called “Knot”.

The company has its operations throughout the country.

It assists thousands of engaged couples to tailor-made their websites, books, magazines, wedding presents and recordings for broadcast etc. At university, whenever a decision had to be made, I learnt to carefully analyse its pros and cons beforehand. In case of problems, I would open-mindedly consider the advice of others. I insist on one belief that “human beings are not individuals who live their own lives, our decisions should not only be based on our own assumptions.” So before making a decision, we need to carefully consider the social groups around us; only through this way can we enjoy success whilst making everyone happy. Currently as a graphic designer, my husband also brings me a lot of inspirations, so my road to success has been smoothen out.

pAisha榮獲「最佳展品」，設計作品名為Pharma Fiex，它是一 個為糖尿病患者而設的醫療設備。 Aisha won the “Best of Show”, the design work is called Pharma Fiex, and it is a medical equipment specially designed for patients with diabetes.

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C : Speaking of your husband, I also know him. He is not only my former student, but also a native Hong Konger.

How did you overcome obstacles time and time again and get married?

A : Right, we have really been through a lot. Finding a person who really loves you is already very difficult. His initiation to convert to a religion which I believe in so that we could get married is extremely difficult (Islam does not allow intermarriage of pagans).

After experiencing all these, we have learnt not to be scared and face difficulties together. We also believe that staying together gives us more power. The more challenging the issue, the more interesting it is.

In addition, you must show your determination to the people who are most important to you, so that they can trust and support your decision. Once you have found your ideals, do not give up easily. We certainly have choices; you only care about how to choose. Only by adhering to the path one has chosen will allow one to truly grow.

p Aisha奪得第十一屆香港鞋款設計比賽的亞軍及環球市場大 獎，並在最新一期香港貿易展的產品雜誌中有相關介紹。 Aisha won the 11th Footwear Design Competition Hong Kong first runner-up and the Global Markets Award. The related product is introduced in the latest issue of the Hong Kong Trade Development Council Fair product magazine.

p她與她的組員為香港郵政局 pAisha奪得生活雜誌封面設計 設計了一個具教育用途的桌上 比賽的冠軍。 遊戲，現正於各大郵政處售 賣。 She designed with her group a Aisha won the championship board game with educational at a life magazine cover design purpose for the Hong Kong Post competition.

Office. It is now on sale at major post offices.

專家分享 Professional Sharing 訪問二／Interview 2 : C 陳鉅培 CHAN Kui Pui S Sohail Saghir 筆錄／Transcribed by：吳旨駿 NG Tsz Chun C ：Sohail，你是怎樣的人？你如何開始接觸魔術？

C ：能分享一下你的學校生活嗎？

S ：從前，我是一個頗為害羞的巴基斯坦籍男孩，只 喜歡跟同班的同學交談，魔術卻使我慢慢變成一個善 於社交的男孩。在小六的時候，我在居所附近的青年 中心認識了一些朋友，亦首次接觸到魔術。中學時 期，我便一直活躍於校內的魔術學會。首次上台表演 魔術的經驗使我變得更有自信。在一個沙田嘉年華的 中文「棟篤笑」節目中，我上台表演了五至十分鐘的 魔術，好評非常。自此之後，很多人會邀請我在大型 活動中擔任魔術表演的嘉賓。五年前，我首次使用英 語去表演魔術。現在，除了繼續在各式各樣的大型活 動中擔任魔術表演嘉賓外，我更是一名中學老師。

S ：在中學時，我的同班同學過半為中國籍的同學， 讓我薰陶於良好的中文溝通和學習環境。正所謂「近 朱者赤，近墨者黑」，我深明這道理而遠離身邊的壞 份子。在課外活動方面，我參加了校內的交通安全 隊，這支隊伍十分講究紀律和規則，跟我母親教導我 的人生道理有異曲同工之妙，所以我十分享受每次訓 練。除此之外，我亦參加了校內的魔術學會。

C ：Sohail，你的學業成績一向很好，你的母親對你 影響很深，是嗎？ S ：我媽媽不單在我學業上一直有著積極的影響，在 我人生中也是如此。她年輕時，一直在學習上抱以極 大的興趣。然而，由於缺乏我祖父母的支持，其家鄉 亦未有學習機會，她因此無法如願。因此我的母親特 別珍惜她每個孩子的學習機會；就好像典型的香港母 親一樣，她在管教上對我們十分嚴格和充滿期望。她 教我要尊重自己及別人，為人也要有規有矩。總而言 之，我的目標建基於我母親的抱負，所以實現我的目 標便能使我實現母親的目標。 C ：我知道你是一個伊斯蘭信徒，作為信徒，你要做 些什麼呢？ S ：作為一個伊斯蘭教徒，其中一「功」是「謹守 拜功 *」，即一日祈禱五次，及誦讀《可蘭經》。此 外，有些家庭希望自己的孩子能成為一位「哈菲茲」 （伊斯蘭教對能背誦全部《可蘭經》的回教徒之尊 稱），因為這可為家庭帶來很大的榮譽。伊斯蘭教 的另一支柱是「封齋節欲*」。我們在「賴買丹月」 （即伊斯蘭教的齋戒月）內每天從日出到日落時段內 禁止飲食。 * 伊斯蘭的五大支柱之一。

C ：Sohail，你很懂得吸引你身邊的人，你是怎樣做 到的呢？ S ：與他們相處的時候，我經常去找不同族裔之間的 共通點，這樣令我更容易與不同族裔的朋友走近，我 明白放大不同族裔之間的相異之處只會令大家互相分 化，求同存異才是人與人之間的相處之道。 C ：你現在當上了中學老師，滋味如何？ S ：在青年中心時，我已是魔術導師，負責教導一班 二十人的小學生玩魔術。大學畢業後，我回母校當 一名代課教師。由於受到其他老師的讚賞及學生的愛 戴，我決定留任一年去儲備未來所需的學費，來修讀 計劃中的碩士課程。 在課堂中，我訂立了十分清晰的規則。在我剛剛任教 時，距離考試只有兩到三個星期，而之前的教學進度 並非十分理想。我抱著自己也當過學生的心，應當理 解學生們想要一個怎樣的老師，在課堂上每當見到學 生感到眼睏或疲倦，便會開玩笑，有時更會表演魔 術，讓學生可以再次投入課堂。 我擁有一個抱負，我要用魔術去改變別人對少數族裔 的成見。在很多人眼中，少數族裔人士有暴力的傾 向，經常說粗話，容易有過激的行為，經常冒犯別 人。其實，我們根本與一般人無異，可是我們經常受 到不公平和不友善的對待。

C ：Sohail，你可否跟我們分享一些學習的秘訣？ S ：「你永遠不知道什麼事情將會發生，是好是壞難 以預料。你一直不斷邁步向前，當有一天你驀然回 首，你已經登上了一座高山。」萬事起頭難，一旦開 始了，你應該不斷向前走，以達到你的目標。關鍵在 於熱情和奉獻精神。驅使我不斷向前的，是要把快樂 帶給家人，尤其是我的母親。每當你想放棄時，試想 想你起初為什麼要開始。 我們也應該對其他民族和文化保持開放的態度；使用 多個角度來思考我們身邊的事情，並發現更適合我們 的資源。

p成為大學中魔術學會外務副主席的Sohail（上左二） Sohail in the capacity of External Vice-president for his university's Magic Club.

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專家分享 Professional Sharing

C : Sohail, what kind of person are you? When did you first come into contact with magic?

S : In the past, I was a rather shy Pakistani boy, I just liked to talk to my classmates. Magic has gradually turned me into a sociable boy. In Primary Six, I met some friends at the youth centre near where I lived and first came into contact with magic. At secondary school, I was actively involved in the Magic Society. The experience of performing on stage for the first time made me more confident. During a Chinese stand-up comedy show in Shatin, I performed five to ten minutes of magic, and got a lot of praises. Since then, a lot of people have been inviting me to be the guest magic performer at major events. Five years ago, I first used English to perform magic. Nowadays, besides continuing to act as guest performer at a variety of major events, I am also a secondary school teacher.

C : Sohail, your academic performance has always been very good. Your mum has had a deep impact on you, hasn’t she?

S : My mum has always been a positive influence not only on academically but being a person on the whole.

She always had an extreme interest in learning when she was younger; however, she was not able to quench the thirst for learning due to lack of opportunities given by my grandparents as well as by hometown she was living in. So my mum especially cherishes learning opportunities for each and every child of hers. Similar to a typical mum in Hong Kong, she is very strict and has high expectations whilst bringing us up. She has taught me to respect myself and others, and to have good manners. All in all, my goals are all derived from my mother’s ambition, so achieving my goals will make me achieve my mother’s goal.

C : I know you are a Muslim. As a believer, what do you have to do?

S : As a Muslim, one of the pillars of Islam that we have to follow is to pray five times a day and read the Qur'an*.

Apart from that, some families would want their children to become a Hafiz (this is a Muslim honorific who can recite the whole Qur'an), as this brings great honour to the family. Another pillar of Islam is known as Fasting*. We fast for one month during the Ramadan (a month in Islamic Calendar). Each day of the month, we must abstain from food and drink, from dawn to dusk. *One of the Five Pillars of Islam.

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pSohail（右三）在世界青年座談會中擔任司儀

pSohail（中間）的大學畢業照

Sohail (third from the right) served as master of ceremonies at the World Youth Forum

Sohail's (middle) university graduation photo

Nurturing the Gifted | Jan 2015 | Issue No.15

專家分享 Professional Sharing

C : Can you share with us a bit about your school life?

S : During secondary school, more than half of my classmates were Chinese; I was edified in an environment with good Chinese communications and learning. “If you live with a lame person, you will learn to limp”, so the saying goes. I fully understand this truth and stay away from the bad apples. In terms of extra-curricular activities, I joined the Road Safety Patrol at school. This team was very particular about discipline and rules, which is similar to what my mum has taught me, so I really enjoyed every training session. In addition, I also participated in the Magic Society at school.

C : Sohail, you really know how to attract the people around you, how do you do it?

S : To get along with people, I always try to find common grounds between the different ethnic groups. This will make me easier to get along and approach friends from different ethnic groups. I understand that enlarging the differences amongst the various ethnic groups will only set us apart from each other, seeking common grounds whilst preserving our differences is how people get on with each other.

C : Now you are a secondary school teacher, how is it like?

S : Whilst at the youth centre, I was a magic instructor responsible for teaching a group of twenty primary school pupils magic. After graduating from university, I returned to my alma mater as a substitute teacher. Due to the appreciation of other teachers and the love of students, I decided to stay behind for a year to save up some tuition fees required to attend a master’s programme in the future according to my plan.

In the classroom, I establish very clear rules. When I just started teaching, it was only two to three weeks before exams, and the previous teaching schedule was not entirely satisfactory. With the thought that I too have been a student before, I should know the kind of teacher students want. Whenever I see students feeling sleepy or with tired eyes, I would tell them a joke, sometimes I would even perform magic, so that students can refocus back into the classroom.

I have an ambition; I want to use magic to change the people’s stereotyping against ethnic minorities. In many people’s eyes, ethnic minorities have more of a tendency to become violent, often use foul language, are prone to aggressive behaviours and often offend others. In fact, we are simply no difference from other people, but we often suffer unfair and unkind treatments.

C : Sohail, could you share with us some of your learning tips?

S : “You never know what's around the corner. It could be everything or nothing. You keep putting one foot in front of the other, and then one day you look back and you've climbed a mountain.” Everything is hard in the beginning.

Once you have started, keep walking forward to reach your goal. The key to moving forward is passion and dedication. My goal to walk forward is to bring happiness to my family, especially my mother. Whenever you think of giving up, think of why you started in the first place.

We should also keep an open mind towards other nationalities and cultures; use multiple angles to think about things around us, and discover more of the resources suitable for us.

pSohail在大學聯校活動中表演魔術

p成為老師的Sohail（最高的男士）跟他的學生在課室合照

Sohail performing at the MagiCupid–Joint-U Magic Tour 2013

Sohail (the tallest man), who became a teacher, was pictured with his students in the classroom

Nurturing the Gifted | Jan 2015 | Issue No.15

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家長園地 Parent Zone

資優教育中的少數族裔（一） 香港總人口逾700萬，當中只有6.4%屬於少數族裔 ( 政府統計處，2011 )。香港資優教育學苑家長支援 部訪問過這些少數族裔資優兒的家庭，以加深對他 們的了解、為他們提供所需服務，並致力滿足他們 的需求。我們有機會分別與非洲裔的Ann及尼泊爾 裔的Ruchi及家人訪談。

你對香港的資優教育有什麼看法 ? 另外，你是如 何認識我們學苑？ T

在我們收到 Ann 前學校（宣道會劉平齋國際學 校，CAIS）寄來的信前，我都不知道什麼是資優教 育。學校告訴我們由於 Ann 成績優異，學校推薦她 成為香港資優教育學苑的學員。從那時開始，我便 對資優教育產生了興趣。我認為香港政府的其中一 項德政是找到幫助資優兒的方法，以及協助他們表 達自己。我經常瀏覽你們的網站，也有跟課程主任 接觸。 P

T

你的育兒理念是怎樣的？

P 就是確保我們了解他們所做事情的意義，以及 教導他們為自己的行為負責任。教育是一項投資， 而我藉著鼓勵孩子探索世界來教育他們，而不只是 教他們不斷閱讀。我會挑戰他們，令他們跳出框框 思考。所以我的育兒秘密就是不規限他們，讓他們 身心健康地成長。

pPeter Onuselogu博士家庭照（左起） Buife-Moria, Noya-Lizbeth, Peter, Rany, Dindu-Jed及Diogo Ann

訪問一 以下是香港資優教育學苑的教育顧問冼可琳小姐 ( Tiffany ) 與非洲裔的 Peter、Rany 以及他們的資優女 兒 Ann 所進行的訪問對話。 T

Tiffany

P

Peter

R

Rany

A

Ann

非常感謝你 Tiffany。我十分高興收到你的訊息， 因為香港真的有需要聽聽少數族裔的聲音。讓我向 你介紹一下我的家庭成員。這是我的妻子 Rany。我 P

的女兒Ann今年15歲，現正在沙頭角國際學校就讀 12年級。Lizbeth 今年9歲，Moria 剛滿13歲，而我 兒子Jed兩歲半大。 T

你在香港住了多久？

P

17 年了。

T

你來自哪裏 ?

Rany 和我來自尼日利亞，但我大部分的子女都 在香港出生和長大。 P

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Nurturing the Gifted | Jan 2015 | Issue No.15

有時我們會讓他們下廚，一家人一起看電視，與他 們踢足球。我們嘗試帶給他們多元化的生活。有時 我們會說： 「把家裏的電視關掉！我們要你們動動 身體。」他們就會舞動起來，跟著 YouTube 影片做運 動，發洩精力。 我就是這樣給他們全面的教育，而非單單講求學業 成績優異。例如，在數天前他們前往學校頒獎禮 前，我告訴他們： 「我不想你們把焦點放在成績上， 因為我知道全人教育不在學術上，而是你怎樣看這 個世界；你怎樣欣賞它；你怎樣尊敬它；以及你對 它有何想像。對我來說，這就是知識的好處。」 我為他們享受學習而感到高興。我會在日常生活 中設置一些場景讓他們解決問題。Lizbeth 兩歲時， 經常把鞋子調轉來穿，我便問他們： 「我們可怎樣做 來解決這個問題？」有一晚， 他們坐著集思廣益，Ann 就 想到用一個方法解決妹妹穿 R

鞋的問題­­­——她把磁石放在 妹妹鞋子內，為妹妹製造了 一雙磁石涼鞋，然後告訴妹 妹： 「假如鞋子互相吸引又 黏在一起，就對了。」

家長園地 Parent Zone

以下是Tiffany與Ann（學苑學員）的對話節錄： T

有沒有在學習上遇到挑戰？

除了我自己給的壓力，我沒有真的遇到很多挑 戰。因為我總是想將事情做得更好。我學習時，不 會只從學校的層面去想，也會想如何能更廣泛地運 用所學到的知識。不過，這樣有點困難，因為在學 校裏我們只須按預期之內的方式回答問題。有時， 我會問老師：「這東西可以如何運用於學校外或真 正專業上？」，或者上網看看人們對有關東西的想 法，我就這樣增進知識。 A

T

你在學苑裏選修哪幾個課程？

我選擇有關心理學和醫學等課程，因為它們跟 我有志從事的職業有關。「正向心理學」課程很有 意思，因為它向我展示了我從未認識的心理學領 域，令我感到十分有趣，也從中汲取了不少有關正 向心理學的知識。「醫學分子」是一個內容非常豐 富的課程，因為課程探討我在學校裏學過的分子， 不但談及分子在醫學上如何幫助到其他人，而且介 紹分子的起源，以及製造它們的原因。不過，我發 現以英語授課的課程有時也會用到很多中文，使我 無法盡情投入，令我有點被冷落，而需要尋求他人 協助。雖然這對我的參與造成了一點影響，但我依 然能找到解決方法，而且更讓我想要學習多一點中 文。 A

從大處著眼看每件事情。譬如說，雖然我確實很喜 歡科學，但是我確保自己只著重在這個學科上。我 也對其他學科有興趣，我明白這樣將來會對我有幫 助。 T

我喜歡在課程中觀察其他資優兒如何思考和成 長，因為我們報讀同一個課程都應是志趣相近的。 儘管我們因對同一課程有興趣而互相連繫，但我們 對問題確有不同反應。 A

T

那麼在家裏又怎樣呢？

在家，因為我是兄弟姊妹中最年長的，所以我 是領袖，也必須照顧他們。不過，我在空餘時間 會上網瀏覽，去看看世界發生了什麼事。我有很 多嗜好——閱讀、寫作，我參加了一個叫「Camp NanoWriMo」的網上訓練營，就是全國小說作家月 的意思，所以我嘗試在一個月內完成一本小說。我 喜歡運動，愛跳舞，也曾是籃球隊隊員。我的興趣 五花八門呢！雖然什麼事情我都想參與，但不能這 樣做，因為這樣會使我對學業等重要事情分心，也 會降低我課業的品質。 A

T T

你在學苑學到了什麼？

你每天花多少時間學習呢？

什麼是你的強項？ 這是個非常有趣的問題，因為有很多人問過我， 但我一直無法給他們一個切實的答案，因為這真的 要視乎你怎樣定義「學習」。你可能認為學習是老 師安排的功課。還有，我們會為對未來具決定意義 的考試而學習。此外，我也會在餘暇時研究有興 趣的課題。我喜歡看YouTube上有關科學與通識的 影片，有人可能會認為那是學習，從中獲取的知識 也可能對我的學業有幫助。對我來說，學習是一個 涵意相當廣泛的詞語，我們可以學習任何自己想學 習的東西，因此你可以說學習佔去我一天大部分時 間。 A

我想是「領導才能」吧，因為我知道我是一個領 袖。自從我讀低年級開始，每逢有分組習作，我都 會擔任小組領袖。另外，我想對理想的堅持是我另 一個優點，因為每當我想得到某些東西，我就會竭 盡所能。 A

T

你有否做過任何評估？

有，今年我們在心理學課程中做過一個網上智力 測試，我記得我的得分是稍高於140分，但另一位 學苑學員也得到同樣的分數。那時我們正在談論有 關資優兒的問題，以及有時人們不明白一個範疇的 資優不代表在所有範疇皆是資優的問題。因此，一 旦資優兒在某學科表現失色時，就可能遭到很多批 評。不過，我從不認為這是一個問題，因為我喜歡 A

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家長園地 Parent Zone

Ethnic Minorities in Gifted Education (1) Hong Kong has a total population of over 7 million people,

out of which only 6.4% belong to ethnic minorities (Census and Statistics Department, 2011). Interviews with families of gifted children who belong to ethnic minorities (E.M.) were conducted by the Parent Support Division of the HKAGE to know more about them, provide them with necessary services and aim to meet their needs. We are pleased that we have the opportunity to interview two HKAGE students and families who are from Africa and Nepal respectively.

T What did you feel about the gifted education (G.E.) in Hong Kong & how did you find out about our Academy?

P I didn’t know about G.E. until we got a letter from Ann’s former school (CAIS). They told me that Ann was being considered to be a student member of the HKAGE due to her outstanding academic performance. So since then, I took interest in it. I would say it’s a good policy for Hong Kong government to identify ways of assisting children who they consider to be gifted and help them express themselves. I check out your website often and have also interacted with the programme officers. I would like to see more English activities.

T

What is your parenting philosophy?

P It is making sure that we understand the meaning of what they do and teach them to take responsibility of their actions. Education is an investment and I do it by encouraging them to explore the world, not just reading, reading, reading. I challenge them by making them think out of the box. So, that is the secret - we don’t want to limit them. We want to bring wholesomeness in their growth.

pFamily of Ir. Dr. Peter Onuselogu (From left to right) Buife-Moria, Noya-Lizbeth, Peter, Rany, Dindu-Jed, and Diogo Ann

Interview 1 The following is an interview conducted between Tiffany Sin, HKAGE’s Education Advisor and Peter, Rany and their gifted daughter, Ann. Tiffany

T P

P

Peter

R

Rany

A

Ann

Thank you so much, Tiffany. When I got your message,

I felt happy because there is a need for the voices of the E.M. to be heard in Hong Kong. Let me introduce my family to you. Rany, my wife. My daughter, Ann is 15 and she is in Year 12 at International College Hong Kong (ICHK). Lizbeth is 9, Moria turned 13 and my son Jed is 2½ years old.

T P

How long have you stayed in Hong Kong?

17 years.

T

Where do you come from?

P Originally, Rany and I came from Nigeria but most of my children were born and brought up here in Hong Kong.

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Nurturing the Gifted | Jan 2015 | Issue No.15

Sometimes we would let them cook, we will watch TV as a family, play soccer with them. We try to bring out the diversity. Sometimes we say, “No TV watching in the house today! We want you guys to engage in physical activities.”

They work off their physical energy by dancing around and exercising with YouTube videos.

This is how I’m trying to give them holistic education not just academic excellence. For instance, several days ago they went to school for their awards ceremony, but before that I told them, “I don’t want you to focus much on grades because I know that whole-person education is more than that. It is how you see the world, how you appreciate it, how you respect it, and how you imagine it.

This to me is the wholesomeness of knowledge.“ R I’m happy that they enjoy learning and I use our daily lives' experience to set up some scenarios for them to solve problems. So when Lizbeth was 2 years old, and was having an issue in wearing her shoes the right way, I asked them, “what can we do to solve the problem?” One evening they were brainstorming and Ann came up with this idea to fix shoes for her baby sister. She created a pair of magnetic sandals for her sister by putting the attracting ends of the magnets inside the shoes and told her sister,” If your shoes like each other and stick together, they are correct.”

家長園地 Parent Zone

Here is the excerpt from the interview between Tiffany and Ann: T

Are there any challenges in your school life?

I don’t really have many challenges, apart from the ones I put on myself, because I always want to do things better. When I’m studying I don’t just think of it in a school context but also think about how to use it in a greater extent. But that’s quite hard to do so because in school we just have to answer all the questions in the expected way. Sometimes, I ask the teacher, “how would this be used outside school or in actual profession?” Sometimes, I go online and see what people think of such things and I’ll use that to add on to my knowledge.

A

T Please tell me more about the courses you’ve chosen to enrol in in this academy.

I’ve chosen courses in Psychology and Medicine that stand out to me because they relate to the profession I would like to do later in life.The Positive Psychology course was very nice because it showed me a different area of Psychology that I didn’t know about; I found it very interesting as a course and learnt a lot about it. ‘Molecules in Medicine’ was a very enriching course because it talked about the molecules that I have learnt in school. It not only put them in context of how they help people in medicine but also introduced where they came from, and why they were created. However, I’ve found that sometimes there is a lot of Chinese used in courses said to be conducted in English and it hinders me from participating to my fullest, so I’ll be left out slightly, and then I’ll have to ask someone for help. Though it slightly affects my participation, I can still find a way. And it’s made me want to learn more about Chinese.

A

T

What are your strengths?

A I think “leadership” because I know I’m a leader. Ever since I was in lower grades, whenever there were group projects, I would be the team leader. Also, I think perseverance for my ambition is another strength of mine because whenever I want something I strive for it.

T

T

What did you get the most from our Academy?

A I’d like to see how other gifted children work and grow in courses that I’ve enrolled in because we probably have the same interests since we’re in the same programme.

However, I expect that they respond to questions differently from me, though we’re all connected by our interest in one programme.

T

How about at home?

A At home, I am the eldest among my siblings so I’m the leader and I have to take care of them. However, when I’m free, I surf on the internet to see what is out there in the world. I have many hobbies – reading, writing and I joined an online camp called ”Camp NanoWriMo“, standing for National Novel Writing Month, so I have to try to write a novel in one month. I like sports, and I love dancing. I was in the basketball team before. I’m in a lot of things! Though I would like to be in everything, I can’t. It is because it would divert my attention from important things like school and would reduce the quality of my work.

T

How many hours do you spend on study every day?

A That’s a very interesting question because lots of people ask me that. But I can never give them a proper answer because it depends on what you define as “study”.

You may consider “study” as the homework assigned by teachers. Then there’s study for tests that determines your future, and there’s studying subjects that I am interested in during my free time because I find that if you really like a subject you study it. I like watching YouTube videos about Science and general knowledge so some people may say that it’s study and it may help my study in school.

Study, for me, is such a wide term that you can study anything you want, so you could say that it takes up most of my day.

Have you done any assessments before?

A Yes, this year, in the Psychology course we did an online intelligence test and I think I scored slightly above 140, but so did another classmate who is also a member of the Academy. During that time, we were talking about issues related to gifted children and how sometimes people don’t understand that being gifted in one area doesn’t mean being gifted in all areas. So if a gifted child does poorly in a subject, he or she may face a lot of criticisms. However, I have never found that to be a problem because I like to look at the big picture of everything. For instance, though I really love Science, I make sure not to always focus on it. I also take interest in other subjects because I know that doing so will benefit me later.

Nurturing the Gifted | Jan 2015 | Issue No.15

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家長園地 Parent Zone

資優教育中的少數族裔 ( 二 ) 受訪者：Gurung 先生、太太及Ruchi Gurung

訪問二 香港資優教育學苑教育顧問冼可琳小姐訪問了尼 泊爾裔的Ruchi及她的父母。（對話節錄） Tiffany

T

R

Ruchi G

Gurung 太太

或許可以讓我在學校裏稍佔先機，使我表現更勝一 籌。 T

G

Gurung 先生 R

T

你可以介紹一下自己嗎？

我的名字叫 Ruchi Gurung，今年 11 歲。我最大的 嗜好是閱讀、繪畫，還有與爸爸媽媽一起遠足，因 為我確實很喜歡大自然和四處走走。我的朋友都覺 得我有兩面 ——­一面是書呆子，一面精力旺盛。他 R

們說我有雙重性格，因為喜歡閱讀的人通常都很安 靜，但我卻有兩面。在所有學科中，我最喜歡視覺 藝術，因為我十分喜歡畫畫；其次是體育 …… 我不 知道為什麼，但我確實甚為擅長運動；再其次就是 英文，因為英文像是我的母語，所以我可以較輕鬆 地應付所有英文科功課，相對其他語言來說，我也 最喜歡英語。 T

R

可以跟我們分享一幅妳近期的作品嗎？

最近，我畫了一隻小小的禿鷹，我覺得很不錯，

不過我想如果我用米色代替白色的話，效果應該會 更好。我之前忘了要這樣做，但之後我會提醒自己 要把米色加到畫鷹的色系中。 T

R

可以告訴我當資優生的感受嗎？

我感覺沒有什麼特別的，也有一點奇怪，因為我

到現在都沒有想過這件事。當老師告訴我我已獲取 錄時，我確實覺得很意外，因為我以為那些學業成 績非常出眾和那些在其他活動方面表現優秀的學生 才會被取錄。

R

你在這裏學到什麼？你完成了哪些課程？

我覺得這裏所有事情都十分有趣，因為通常在

學校裏不會學到，平日要依賴父母或上網才得到的 資訊，現在只要參加學苑的活動，就可以學到。我 參加過的大多是有關於幾何的講座及網上課程。我 實在覺得這些課程甚為有趣，因為它們比較難，我 不清楚我們將來會否學到類似的知識，但我想這樣

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Nurturing the Gifted | Jan 2015 | Issue No.15

我想要改善我的中文寫作能力。我希望最少可

以在寫作上拿到乙等，最好是甲等，不過乙等都可 以。我只想拿到好成績，不需要滿分，但要多於 90 分，因為我認為任何時候我都應該能夠改善我的成 績。將來，我希望成為一位獸醫，因為我十分喜愛 動物，也很了解牠們。我家裏養了三尾金魚，不過 爸爸媽媽不准我養其他寵物。 T

R

有什麼最能推動妳學習 ?

考試期間，我都會很努力地溫習，盡力取得班中

頭二十名的好成績。每次我取得好成績，都會與父 母出外買本新書。因為我喜歡閱讀，所以這就是推 動我努力的原因。如果我考得好，考試後我們會去 找些樂子。如果我考得不好，就要花整個暑假來溫 習，為明年作準備。我不想被困在家中，所以我要 努力溫習。

以下是與 Gurung 先生及太太的訪問： T

G

你如何培育你的女兒？

事實上，在家中我們會鼓勵她閱讀不同種類的書

籍。她年幼時，很喜歡看圖書。我們也曾經常帶她 去圖書館，而現在她整天都待在那裏。她喜歡閱讀 各種各類的書籍，但現時最喜歡的是小說。 G

T

妳有什麼目標想要達成？妳又有什麼夢想呢？

我不要求她成為平凡或是特別的人，我不想強她

所難。我想讓她自由發展，但假如她走錯了路，我 會給她引導。我主要的目標是要令她對所有事情建 立興趣。她甚為擅長寫作，寫的小說故事很不錯， 或許將來她會意識到自己這方面的才能，但我只想 她走自己的路。我教她要時刻保持愉快。無論我們 做什麼都好，最終都應該獲得快樂。她可以做任何 她想要做的事，我只願她快樂。

家長園地 Parent Zone

T

除了鼓勵她閱讀之外，你還有用其他方法培育她 嗎？ G

有的。我們經常帶她去遠足，在那種環境下，她

會問很多問題。其實，她一天到晚都在向我們問問 題，我回答她的問題去增進她的知識，這樣也使她 對每個學科和很多不同範疇的興趣漸趨濃厚。她才 華洋溢，而且能流利地說四種語言－尼泊爾語、英 語、粵語和普通話。這真的不容易，是個挑戰，但 我們盡力讓她能盡展所長，而她也做得很出色。 G

她星期一至五我們都不讓她看電視。不過到了

周末和假期，她卻可以花一點時間看電視。她玩很 多 遊 戲，跆 拳 道、羽 毛 球、Scrabble（英 語 拼 字 遊 戲） 、話劇、朗誦節等活動她都有參加。我們鼓勵 她盡量參加她想參加的活動。 T

G

有。我們比較寡言，但她卻非常喜歡與人互動。我 們通常問她有關學校和朋友的問題。 T

G

你們有沒有遇到任何挑戰呢？

有的，因為我們不懂廣東話，所以很難了解她

學校課程的進展，而這個問題現在我們更常遇到。 Ruchi 參加了更多本地華人的活動，那些活動都是以 廣東話進行的。 T

G

那麼你們怎樣處理這個問題呢？

她老師說她表現著實不錯。我們曾嘗試讓她轉到

英文學校去，但她卻說不。今年她成績確實很好， 而且在中文聆聽方面更取得滿分。

有沒有其他育兒心得可以跟我們分享呢？

我每天早上陪同她上學，在途中我們會談到很多

有趣的題目。我感覺每個人都總是很忙，因此我們 只有在上下班的路程中才有時間聊天。我的理念是 我們要跟子女交談，刺激他們的興趣。我每天早上 會與她相處一個小時，晚上會有兩至三小時共處， 在周末的時候，我會陪她一整天。 T

為什麼原因你認為溝通這麼重要？

G

溝通非常重要。人們忽視面對面的溝通，但我卻

覺得這是必需的。我們花太多時間在電子產品上， 跟家人談話的時間卻不夠。我認為與子女聊天是很 好的一件事。 G

Ruchi 非常健談。她喜歡談媒體、天文 …… 她真

的很喜歡說話和發問。如果她的問題很難解答，我 會叫她問爸爸。

總結

沒錯，要解答她的問題不容易，不過也沒有太

感謝受訪學員及家長參與是次訪談。在

難。因為我們都要上班，所以其實沒有太多時間。 當她問到較艱深的問題時，例如政治或哲學問題 等，確實很難即時給她一個答案。

訪談中，展現了Ann對知識的追求及熱

G

G

她著實很喜歡溝通，所以她參加了中英文朗誦

節。她交遊廣闊，不論是年輕還是年長的朋友都

忱、Ruchi的開朗、坦率、自信的個性。 縱使有時候言語不通，但她們仍迎難而 上。我們期望讀者們能加深對少數族裔 的認識，聆聽他們的聲音，進一步了解 這一群與我們生活在同一個城市的朋友。

Nurturing the Gifted | Jan 2015 | Issue No.15

25

家長園地 Parent Zone

Ethnic Minorities in Gifted Education (2) Interviewees: Mr. & Mrs. Gurung & Ruchi Gurung

Interview 2 The following is the excerpt from the interview between Tiffany Sin, Education Advisor, the HKAGE and one of the HKAGE student members Ruchi and her parents, originated from Nepal.

Tiffany

T

R

Ruchi G

T

Mrs Gurung

G

Mr Gurung

Can you [Ruchi] please introduce yourself?

R My name is Ruchi Gurung and I’m 11 years old. My favourite hobbies are reading, drawing and also hiking with my parents because I really like nature and walking around. My friends think that I have two sides – bookish and extremely energetic and hyper. They say I’m both because normally people that read books are supposed to be calm but I’m both. Out of all of my school subjects, visual arts is my favourite because I really like drawing and then it’s sport…I don’t know why but I’m …really good at sport. Then it’s English because to me English is like mother tongue so it ’s easier for me to do all the assignments and homework and I prefer English to all the other languages.

T R

Can you share a recent product of yours?

Lately, I made a little artwork of a bald eagle and I

think it’s really nice but I guess it would’ve been better if instead of white, I used cream colour. I forgot about that but I have to remind myself later to add cream to my list of colours for the eagle.

T

Can you tell me more how you feel about your

giftedness?

R It’s kind of neutral and a bit strange because I never thought about it till I was notified. I was actually really surprised when my teacher told me that I got accepted because I thought some other students who have really, really good academic results and who are very good at other activities would get it.

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Nurturing the Gifted | Jan 2015 | Issue No.15

T

What did you learn from here? What courses have

you taken?

R I think all the things here in the HKAGE are very interesting. We normally don’t learn these sorts of things at school and I had to rely on my parents and went online to see all the materials. Now I can learn by joining activities in the HKAGE. I’ve done mostly talks and also the online courses on geometry. I think they’re actually quite interesting because they’re at a higher level and I’m not sure whether we’ll learn similar things at school and I guess they will give me a headstart at school and help me perform better.

T

What target do you want to achieve and what’s

your dream?

R I want to improve my Chinese writing. I want to get at least a B in writing and I do want to turn it into an A but a B is also okay. I just want to get a good grade, not full marks but more than 90 because I feel like I should be able to improve my grades anytime. In the future, I want to be a vet because I really like animals and know a lot about them. I have three goldfish at home but I’m not allowed to keep other pets.

T

Can you tell me what motivates you to learn?

R During exam periods, I study quite hard and try to get good grades, within the top 20 in class. Every time I get a good grade, I get to go out with my parents and buy a new book. That is what motivates me the most because I like reading. We go and have some fun time after my exams if I’ve done well. If I don’t do well then I have to study the whole summer for the next year. I don't want to be stuck at home so I study hard.

家長園地 Parent Zone

Here is the interview with Mr. & Mrs. Gurung: T

How do you nurture your daughter?

Actually, at home we encourage her to read different kinds of books. When she was small, she really liked reading picture books. We also used to take her to the library often and now she spends her whole day there.

She likes all kinds of books but nowadays, she likes fiction the most.

G

G I don’t ask her to be ordinary or special; I don’t want to force her. I want to leave her free but if she goes wrong, I will advise her. My main target is to get her to develop an interest in everything. Her writing is quite good; she writes fiction stories quite well. Maybe in the future she’ll recognise this but I want her to go her way. I want to teach her to be happy all the time. Whatever we do should end up in happiness. She can do whatever she wants to do but I want her to be happy.

T

Are there any other ways you used to nurture her

besides giving her books?

Yeah, normally, we take her hiking and in that environment, she has lots of questions to ask. In fact, she’s asking us questions all day and I answer them to increase her knowledge, and gradually deepen her interest in every subject and in many fields. She’s very talented and she speaks four languages fluently – Nepalese, English, Cantonese, and Mandarin. It’s not easy; it’s a challenge but we’re trying to excel her talents and she’s doing well.

G

G Ruchi’s very interested in talking. She likes to talk about media, astronomy… She just really likes talking and asking questions. When she asks some difficult questions, I would tell her to ask her Dad. G Yes, it’s not easy but it’s not too difficult either. We don’t really have much time because we’re at work so when she asks advanced questions, like those about some political issues or philosophical issues. It’s difficult to give her an answer right away.

G She joined the Chinese & English Speech Festival because she really likes to communicate. She can easily make friends – young or old. We don’t talk much but she does and she likes interacting with people a lot. We usually ask her about her school and friends.

T

Are there any challenges for you?

G Yes, we don’t know Cantonese, so it’s hard to keep track of her school courses. We are facing these problems more often now. Ruchi joins activities with the local Chinese groups in which Cantonese is spoken.

T

So how do you deal with this?

G Her teacher said she’s doing really well. We tried to transfer her to an English-medium school but she refused.

She did really well this year and in Chinese she scored full marks in listening.

G From Monday to Friday, she doesn’t watch TV. We tell her no TV is allowed. But at weekends and holidays, she has some time to watch. She plays many games. She does Takwondo, badminton, Scrabble, drama, speech festivals.

We encourage her to join as many activities as she wants to.

T Apart from hiking, any parenting tips you can share with us?

G When I am accompanying her to school every day, we talk about many interesting topics. I feel like everyone is always so busy and we only get time on the commute to talk. My philosophy is that we need to talk to nourish interest. I spend an hour in the morning with her, 2-3 hours in the evening and the whole day at weekends.

T What reasons do you think communication important?

G Yes, it’s very important. People ignore face-to-face communication but I think it’s necessary. We spend so much time on our electronic products but don’t have enough time to talk to our family. I think talking with children is very good.

Conclusion We have to thank the interviewees for their participation. In the interviews, Ann’s passion and Ruchi’s happy, outspoken and confident personalities were demonstrated. Though they may be hindered by the language barrier, they never give up. It is hoped that the article can help the readers to know more about E.M. and listen to their voices.

Nurturing the Gifted | Jan 2015 | Issue No.15

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資源推介 What’s Recommended

書名: Book Title:

《小童‧大同》

編者: Editors:

莫逸風 （Mok Yat Fung）、Tessa Boudrie

年份: Year:

2005

出版社: Publisher:

樂施會 Oxfam

ISBN:

9789626640227

Kids Alike: A World of Children in Hong Kong

提起少數族裔，孩子所想起的可能是星期天在公 園三五成群圍坐一處的外籍傭工，在銀行、百 貨公司門外站崗的保安人員，又或是在中小學校 接送學生的婦女。其實，孩子要認識這些不同 外表、文化及語言的朋友並不容易。《小童‧ 大同》正希望讓讀者對少數族裔的學生有更多 的認識及了解，包括他們的文化風俗、溝通相處 技巧；同時亦會介紹支援少數族裔的措施及服務 等。

在後半部的「文字」中，編者找了社工和學者編 寫了一些有關少數族裔兒童的文章和研究報告 （同樣也是中英對照）。字裏行間，讓讀者從教 育政策的角度了解他們所遇到的困難，例如：被 分派學校的數目和地區分佈、公開考試的支援及 領取援助津貼的情況等，以反映他們如何面對語 言、就業及貧窮等問題。

在前半部的「小童的世界」中，編者到訪香港四 間小學，邀請了二十八位來自巴基斯坦、泰國、 尼日利亞、印度、尼泊爾和菲律賓等地方的少數 族裔學生，利用簡單英語文字（同頁附有中文翻 譯）和圖畫分享了他們國家文化、生活習慣、宗 教信仰及他們對香港生活的適應和感想。例如在 泰國素林著名的大象、尼泊爾男女頭飾的不同、 巴勒斯坦向阿拉祈禱時要注意的事項等等。此 外，書中有很多精美插圖、生活照及畫作，相信 編者希望透過捕捉少數族裔學生的生活點滴，從 而展現他們眼中的香港和生活。

《小童‧大同》並不只是一本兒童讀物，而是一 本集合了少數族裔孩子生活點滴和討論有關少數 族裔在港就業就讀時所面對困難的書本。我們建 議先由家長讀畢全書，再陪同孩子一起閱讀前半 部「小童的世界」，並口述後半部有關的文章和 研究報告。這樣的親子閱讀除了可以協助孩子更 容易了解少數族裔學生面對的各種生活上的問題 外，更重要的是能啟發孩子幫助別人，尤其是少 數族裔同學的興趣。

Synopsis South Asian descents are a large, varied and increasingly visible part of Hong Kong's population. The editors of Kids Alike: A World of Children in Hong Kong explore the education system and support measures to help the minority students and capture their views on school experiences. They aim to raise awareness about the injustice of them being discriminated at school and work. Written in an accessible style with essays and drawings by the minority students, the book is of interest to parents and children who want to learn more about minority students’ lives in Hong Kong and how they cope with the challenges.

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Nurturing the Gifted | Jan 2015 | Issue No.15

活動花絮 Event Highlights

工作坊資優兒生涯規劃 Parent workshop Career Planning for the Gifted 香港中文大學教育學院院長及教育心理學系教授梁湘明及香港輔導教師協會副主席何玉芬博士於 2014年10月11日假香港資優教育學苑演講廳為主題工作坊「資優兒生涯規劃」擔任主講嘉賓，共 有126位教師及家長出席講座。 Prof. LEUNG Seung Ming, Alvin, Dean of Faculty of Education and Professor, Department of Educational Psychology, The Chinese University of Hong Kong, and Dr. HO Yuk Fan, Esther, Vice-chairperson of the Hong Kong Association of Careers Masters and Guidance Masters, served as keynote speakers at the parent workshop “Career Planning for the Gifted” on 11 October, 2014 at Lecture Theatre of The Hong Kong Academy for Gifted Education. A total of 126 teachers and parents attended this seminar.

p香港中文大學教育學院院長及教育心理學系教授梁湘明（左圖）及香港輔導教師協會副主席何玉芬博士（右圖）獲本學苑 邀請擔任主講嘉賓。 Prof. LEUNG Seung Ming, Alvin (picture on the left), Dean of Faculty of Education and Professor, Department of Educational Psychology, The Chinese University of Hong Kong, and Dr. HO Yuk Fan, Esther (picture on the right), Vice-chairperson of the Hong Kong Association of Careers Masters and Guidance Masters, were invited by our Academy to serve as keynote speakers.

p是次活動吸引了共126名家長出席講座。 The event attracted the attendance of a total of 126 parents and teachers.

教師及家長心聲 Teachers’ & Parents’ Sharing

對於資優生，作為老師應持開放態度，另外老

師不僅關注他們的學業成績，更應關注他們的 成長、興趣，有什麼令他們快樂。 能明白我們是需要為子女提早幫助他們發揮所

長，計劃未來。 清晰指導家長不要執重某科/方面培養，應多方

培養。

Teachers ought to be open-minded when

teaching gifted students, not only to show concern about their academic performances, but also to focus on their growth, interests and what makes them happy.

Can now understand we need to help our children develop their potential and plan for their futures.

Got clear guidance for us parents not to put too much emphasis on certain subject/particular area of interest, rather to help them develop in multiple areas.

Nurturing the Gifted | Jan 2015 | Issue No.15

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活動花絮 Event Highlights

家長講座 香港資優教育最新發展及支援資優兒服務

Parent Seminar

The Latest Development of Gifted Education in Hong Kong and Service Provision for Gifted Children 香港資優教育學苑院長吳大琪教授於11月1日晚上七時假香港小童群益會總部舉行家長講 座。他分享本港最新資優教育的發展方向及簡介有關支援資優兒的資訊。 Prof. NG Tai Kai, Executive Director of The Hong Kong Academy for Gifted Education held a Parent Seminar at 7 p.m., 1 November, 2014 at The Boys' & Girls' Clubs Association of Hong Kong. He shared the latest developmental direction on gifted education and provided brief information on service provision for gifted children.

p吳教授分享香港資優教育最新發展及 支援資優兒服務資訊。

p當晚有接近90名家長及老師出席。各家長踴躍向吳教授提問有關本港資優教育政策 及為子女選擇資優課程應注意的事項。

Prof. NG shared news on the latest development of gifted education in Hong Kong and service provision for gifted children.

About 90 parents and teachers attended that night. Parents actively asked Prof. NG about Hong Kong's gifted education policy and things-to-note when choosing gifted education programmes for their children.

教師及家長心聲 Teachers' & Parents’ Sharing

認識到資優是與眾不同，而創新是基於以上特 點，並可發展有用的東西。 認識到資優近年發展。 （我學會了）當類似的學生在一起時，為他們 提供激勵性的環境。 感謝吳教授的分享，我意識到毅力和忍耐對我 女兒來說是十分重要的。 學會要多注意子女哪些方面有資優的表現。 最重要是找到幫自己小朋友的方法，而不是鑒 定自己的小朋友是否資優。

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Nurturing the Gifted | Jan 2015 | Issue No.15

Found out that the characteristics of giftedness, which are somehow different from the others.

Innovation is based on the above characteristics, which can be developed into something useful.

U n d e r s t o o d t h e d e ve l o p m e n t o f g i f t e d education in recent years.

(I learned to) provide stimulating environment with similar students together.

I realised perseverance and patience is very important to my daughter. Thanks to Prof. NG. Learned the needs of paying more attention and to see whether my kids are showing those aspects of giftedness.

The most important thing is to find a way of helping my kids, rather than identifying whether my kids are gifted or not.

學苑動向 Forthcoming Academy Events

家長支援服務 Parent Support January – May 2015

2015 年 1 月至 5 月 免費到校家長講座 Free-of-charge Outreach Parent Seminars

資優基本法 ABCs of Giftedness 如何培育資優兒 Nurturing the Gifted 情意百寶袋 Affective Needs of Gifted Children 解開創造力之謎 Nurturing Creativity in Young Gifted Learners 高階思維 Higher Order Thinking

同儕支援小組 Parent peer support group

以校本形式提供 1.5 小時的講座，歡迎學校及機構致電 3940 0104 預約及查詢。A 1.5-hour school-based seminar will be provided.

Schools and organisations are welcome to call 3940 0104 for details and appointment. 以同一辦學團體，或最少三間學校，或多於二百位與會者名義提 出的申請，將獲優先考慮。 Priority will be given to applications by the same school sponsoring bodies; or a joint-school event; or an event with more than 200 participants.

培訓對象 Target

日期及時間 Date and Time

費用 Fee

小學資優兒的家長 （本學苑的學員家長優先） Parents of gifted primary children (Priority will be given to parents of the HKAGE student members)

同儕支援小組（小學組） Parent peer support group (Primary)

每月第一個星期三 晚上 7 時 30 分至 9 時 30 分 The first Wednesday of each month 19:30 – 21:30

免費 Free of Charge

中學資優兒的家長 （本學苑的學員家長優先） Parents of gifted secondary children (Priority will be given to parents of the HKAGE student members)

同儕支援小組（中學組） Parent peer support group (Secondary)

每月第一個星期四 晚上 7 時 30 分至 9 時 30 分 The first Thursday of each month 19:30 – 21:30

免費 Free of Charge

培訓對象 Target

日期及時間 Date and Time

費用 Fee

有效的策略回應資優青少年的發展需 資優兒的家長 要 （本學苑的學員家長優先） Effective strategies for disciplining Parents of gifted children (priority gifted adolescents will be given to the parents of SPS secondary members)

2015 年 2 月 6 日及 13 日（星期六） 上午 10 時至正午 12 時 6 and 13 Jun 2015 (Sat) 10:00 – 12:00

免費 Free of Charge

回應資優兒社交情意需要的實際策略 資優兒的家長 Practical strategies on managing social （本學苑的學員家長優先） emotional needs of gifted children Parents of gifted secondary children (Priority will be given to parents of the HKAGE student members)

2015 年 5 月 23 日（星期六） 上午 10 時至正午 12 時 23 May 2015 (Sat) 10:00 – 12:00

免費 Free of Charge

家長工作坊 Parent workshop

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學苑動向 Forthcoming Academy Events

家長講座 Parent seminar

培訓對象 Target

日期及時間 Date and Time

何東資優教育演講 ( 家長講座 ):「如何 資優兒的家長 與資優兒溝通 ? – 培育資優兒的魔法、 Parents of gifted children 樂趣與壓力」 Annual Hotung Lecture (Parent Seminar): The MAGIC, PLEASURE and PRESSURE of parenting gifted children: How to communicate with your gifted children

2015 年 1 月 10 日（星期六） 上午 10 時至正午 12 時 10 Jan 2015 (Sat) 10:00 – 12:00

每人港幣100元 HKD100 per head

何東資優教育演講 2015: 資優生的社交 資優兒的家長 情意發展 Parents of gifted children Annual Hotung Lecture 2015: Social-emotional development of gifted learners

2015 年 1 月 17 日（星期六） 上午 10 時至正午 12 時 17 Jan 2015 (Sat) 10:00 – 12:00

免費 Free of Charge

資優兒情意發展需要的概覽 Overview of affective needs of gifted children

只限本學苑小學組學員家長 The parents of new SPS primary members

2015 年 4 月 18 日及 25 日（星期六） 上午 10 時至正午 12 時 18 and 25 Jan 2015 (Sat) 10:00 – 12:00

免費 Free of Charge

發展資優兒的高階思維能力 Developing gifted children's higherorder thinking skills

資優兒的家長 （本學苑的學員家長優先） Parents of gifted children (priority will be given to the parents of SPS secondary members)

2015 年 5 月 9 日（星期六） 上午 10 時至正午 12 時 9 May 2015 (Sat) 10:00 – 12:00

免費 Free of Charge

2015 年 5 月 16 日（星期六） 上午 10 時至正午 12 時 16 May 2015 (Sat) 10:00 – 12:00

免費 Free of Charge

認同感 - 對資優兒的意義 Identity – what does gifted mean?

只限本學苑小學組學員家長 The parents of new SPS primary members

上述活動資料以本學苑網頁內公佈為準。請登入學苑網站內的「家長園地」查閱詳情。 The above information provided is subject to confirmation. Please visit the“Parent Zone”of our website. 諮詢及評估中心 Consultation and Assessment Centre Information

熱線電話 Hotline : 3940 0106 電郵 Email : consultation@hkage.org.hk

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費用 Fee

Nurturing the Gifted | Jan 2015 | Issue No.15

學苑動向 Forthcoming Academy Events

教師專業發展課程 Teacher Professional Development Programmes 2015 年 1 月至 5 月 課程 Programme

January – May 2015 培訓對象 Target

日期 Date

教師、課程統籌主任、學校 領導、負責支援高能力學生 或資優生的社工及教育心理 學家

2015 年 1 月 17 日（星期六） 上午 10 時至正午 12 時 17 Jan 2015 (Sat) 10:00 – 12:00

特別項目 Special Event 何東資優教育演講 2015 資優生的社交情意發展 Annual Hotung Lecture 2015 “Social-Emotional Development of Gifted Learners”

Educators, educational leaders, school leaders and educational practitioners (teachers, educational psychologists, school social workers, etc.) in Hong Kong

基礎課程 Foundation Course 資優教育基礎課程 （網上學習：四個單元） Foundation Course in Gifted Education (Online Learning: 4 modules)

中、小學學校專業同工 Primary and secondary school practitioners

全年任何時間 All year round

專題工作坊 Thematic Workshops Pre Hotung Lecture workshop: “How to motivate Gifted Students to Learn” (Dr. Sylvia RIMM )

中、小學教師、學生輔導教 師、駐校教育心理學家及所 有教育同工

資優生的社交心理特質 The psychosocial attributes of gifted learners

中、小學教師、學生輔導教 師、學校社工及駐校教育心 理學家

Teachers, student guidance teachers, educational psychologists in primary and secondary schools and all educational practitioners

Teachers, student guidance teachers, school social workers and educational psychologists in primary and secondary schools 資優教育的支援計劃（小學場次） （新 辦） Gifted education provision planning (Pri School) (New)

小學校長、副校長、課程領 導、課程主任、學校社工及 駐校教育心理學家 Primary school principals, Vice-principals, curriculum leaders, subject heads, school social workers and educational psychologists

2015 年 1 月 15 日（星期四） 下午 2 時 30 分至 5 時 15 Jan 2015 (Thu) 14:30 – 17:00

2015 年 3 月 21 日（星期六） 上午 9 時 30 分至下午 12 時 30 分 21 Mar 2015 (Sat) 09:30 – 12:30

2015 年 5 月 21 日（星期四） 下午 2 時 30 分至 4 時 30 分 21 May 2015 (Thu) 14:30 – 16:30

上述活動資料以本學苑網頁內公佈為準。請登入學苑網站內的「教師園地」查閱詳情。 The above information provided is subject to confirmation. Please visit the“Teacher Zone”of our website.

Nurturing the Gifted | Jan 2015 | Issue No.15

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學苑動向 Forthcoming Academy Events

學生服務 Student Programmes and Services 2015 年 1 月至 5 月

中學課程

領導才能 Leadership

講座 Talk

網上學習課程 Online Learning Programme

領袖策略談判工作坊 Communication Skills- Negotiation Workshop

中國研究 China Studies

心理學二 Psychology II 物理力學一 Physics I 物理力學二 Physics II 英語本色 How Do you Mean

未來學 Futurology 體驗高效項目管理技巧 - 激發領導潛能 Leading the Team in Planning for Project Success 團隊動力 Team Dynamics 科學 Sciences

生態系統進階課程 Intermediate Course in Ecosystem 生物醫學及生物科技基礎工作坊 Introductory Workshop in Biomedical and Biotechnology 天文學基礎工作坊 Introductory Workshop in Astronomy 創意及解難訓練基礎工作坊 Introductory Workshop in Creativity and Problem Solving Training 人文學科 Humanities

創意戲劇基礎工作坊 Introductory Workshop in Creative Drama 音樂劇基礎課程 Introductory Course in Musical Drama 英文劇本寫作基礎課程 Introductory Course in English Script Writing 哲學及戲劇基礎課程 Introductory Course in Philosophy & Drama 研究方法基礎工作坊 Introductory Workshop in Research Methodology 國際關係及政治學基礎課程 Introductory Course in International Relations & Politics I 中國研究進階課程 Intermediate Course in China Studies 建立創意基礎工作坊 Introductory Workshop in Building Creativity 中文劇本寫作基礎課程 Introductory Course in Chinese Script Writing 中國文學進階課程 Intermediate Course in Chinese Literature

34

January – May 2015

數學遊戲 Mathematical Games 生物學講座 Biology Talk 心理健康 Psychological well-being 其他學習活動 Other Learning Activities

愛 . 社區 2014：第四擊 LOVE．Community 2014：Strike 4 「良師益友」培研計劃 2014-15 Mentoring Scheme 2014-15 2014 遊學團：新加坡數學遊踪 Study Tour 2014: Math Safari in Singapore 愛 . 社區 2014：第五擊 LOVE．Community 2014：Strike 5 第二屆香港資優教育學苑學生雙年會議 「第一階段：研習計劃募集」 The 2nd HKAGE Student Biennial Conference“Phase I : Call for Study Projects” 資優天使 - 服務學習計劃 Gifted Angels - Service Learning Project 個人成長及社交發展 Personal growth and social development

分享環節 Sharing Session 深造腦基礎學習工作坊 Advanced Brain-based Learning Workshop 比賽 Competition

2015 亞太區數學奧林匹克 Asian Pacific Mathematics Olympiad 2015 2014-15 香港傑出學生詩人 ( 英文 ) 獎 2014-15 Hong Kong Budding Poets (English) Award 國際數學奧林匹克 - 香港選拔賽初賽 2015 International Mathematical Olympiad Preliminary Selection Contest - Hong Kong 2015 2015 香港物理奧林匹克 Hong Kong Physics Olympiad 2015 2014-15 香港初中數學奧林匹克全國青 少年數學論壇選拔賽 Hong Kong Junior Mathematics Olympiad – National Mathematical Forum for Youths 2014-15

Nurturing the Gifted | Jan 2015 | Issue No.15

心中有數 Taking Shape 細胞深究 Deep Cells 人體望聞問 Diagnose and Treat 數學縱橫 Maths Extension Through Breath & Depth 公關大作戰 Take Me Seriously 幾何學二 Geometry II 心理學三 Psychology III 溝通與新媒體：今昔發展 Communication and New Media: From Now to Then 複數與幾何學（一） Complex Number and Geometry 1 複數與幾何學（二） Complex Number and Geometry 2 電學 Electricity 中國研究 China Studies 「粒粒」皆不同 ABC = Atoms & Bondings in Chemistry 心理學：記憶的奧秘 Psychology: Mystery in Memory

數學 Mathematics

香港冬季數學奧林匹克 HK Winter Mathematics Olympiad 數學燃動課程系列：代數 / 坐標幾何 / 數論 Maths Ignition Series: Algebra / Coordinate Geometry / Number Theory 國際數學奧林匹克：第三階段 IMO Training – Phase III 跨學科主題研習 Multidisciplinary Theme Based Learning

性與性別 Sex and Gender

學苑動向 Forthcoming Academy Events

2015 年 1 月至 5 月

January – May 2015

小學課程

語文及人文學科 Languages and Humanities

科學 Sciences

數學 Mathematics

中國文學欣賞 II Chinese Literature Appreciation II

力學 II Mechanics II

視覺藝術中的數學 Mathematics in Visual Arts

英國文學欣賞 II English Literature Appreciation II

網上課程增潤工作坊 Online Learning Enrichment Workshop

代數 II Algebra II

趣味英語 Funny English Exploitation

酸鹼化學 II Acid-base Chemistry II

數論 II Number Theory II

哲學入門︰愛智慧的四個人生課題 Intorduction to Philosophy: Love of Wisdom

化學反應 2，操縱冷熱力量 Chemical Reactions 2, Hot Or Cold, You Control!

估算與誤差 Approximation and Error

戲劇訓練 II Drama Production II

有機化學 Organic Chemistry

英文創意寫作 II English Creative Writing II

細胞生物學 II Cell Biology II

日常生活文化 Culture in Everyday Life

環境科學 Environmental Science

講座 Talk

藝術的社會性 The Art of Social Conscience

趣味數學 – 玩桌遊，尋數理 Board Game Mathematics 「摺」通數學 Fold Up Paper, Brush Up My Math 數學起動 I Open Up Your Mind I 網上課程增潤工作坊：代數 I Online Learning Algebra I Face to Face Workshop

網上學習課程 Online Learning Programme

哲學初階：愛智慧的四個人生課題 Introduction to Philosophy: Love of Wisdom

生活中的科學 Daily Life Science

批判思維初探 Introduction to Critical Thinking

生物科技 Biotechnology

趣味英語 Funny English Exploitation

腦基礎學習技巧工作坊 Brain-based Learning Skills Workshop

統計學 II Statistics II

程式設計 II Computer Programming II

科幻小說的藝術 The Art of Science Fiction

個人成長及社交發展 Personal growth and social development

概率 II Probability II

網上課程增潤工作坊：代數 II Online Learning Algebra II Face to Face Workshop 其他學習活動 Other Learning Activities

資優天使 - 服務學習計劃 Gifted Angels - Service Learning Project

文化生活之旅 Culture in Everyday Life 網上學習課程 – 座標幾何 I Online Learning Programme – Coordinate Geometry I 小小科學家 Be a Scientist 代數 I Algebra I 代數 II Algebra II

比賽 Competition

2014-15 香港傑出學生詩人 ( 英文 ) 獎 2014-15 Hong Kong Budding Poets (English) Award 領導才能 Leadership

答問溝通工作坊 Questioning, Listening & Speaking Workshop

上述各項活動資料以本學苑網頁內公佈為準。請登入學苑網站內的「學生園地」查閱詳情。 The above information provided is subject to confirmation. Please visit the“Student Zone”of our website for details.

Nurturing the Gifted | Jan 2015 | Issue No.15

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聯絡我們 Contact Us 假如你對本期《資優樂》的內容有什麼意見或查詢， 歡迎跟我們聯絡。 We always welcome feedback and enquiries on this issue of Nurturing the Gifted. Please do not hesitate to contact us. 學苑網站 Website: www.hkage.org.hk 電郵 Email: ps@hkage.org.hk

「園外資音」網上討論區 E-forum 網址Website: http://hkage.org.hk/ps_forum 書名 Book 《資優樂》Nurturing the Gifted 作者 Author 香港資優教育學苑家長支援部 Parent Support Division of The Hong Kong Academy for Gifted Education

免費諮詢服務 假如你想進一步認識資優教育；

編輯 Editorial 香港資優教育學苑家長支援部 Parent Support Division of The Hong Kong Academy for Gifted Education 出版 Publisher 香港資優教育學苑有限公司 The Hong Kong Academy for Gifted Education Ltd

假如你對教導資優子女有任何疑問； 假如你茫無頭緒，不知怎樣滿足子女的 特殊學習需要:

Free Consultation Service If you want to know more about gifted education; If you have queries on parenting your gifted children; If you do not know how to cater for your child’s special learning needs:

香港資優教育學苑有限公司 2015年 © 版權所有 香港印刷。未經許可，不得轉載。 Copyright © 2015 The Hong Kong Academy for Gifted Education Ltd. All rights reserved.

香港資優教育學苑 The Hong Kong Academy for Gifted Education 香港新界沙田沙角邨 Sha Kok Estate, Shatin, New Territories, Hong Kong 網址 Website: www.hkage.org.hk 電話 Tel: (852) 3940 0101 傳真 Fax: (852) 3940 0201 電郵 E-mail: academy@hkage.org.hk

請致電或電郵與我們的教育顧問聯絡

Contact our Education Advisor at

consultation@hkage.org.hk

《資優樂》可在本學苑網站免費下載。 Nurturing the Gifted is available on our website for free.

ISSN 2119-4746