similarities and differences in study lives between students in ......similarities and differences,...
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Group 3
Similarities and differences in study lives between students in
Japan and Hong Kong
Group Members
Name School
Chan Ka Pik Tin Shui Wai Government Secondary School
Lam Chau Kwan S.K.H Chan Young Secondary School
Lee Yiu Fai TWGHs Kwok Yat Wai College
Kong Wai Tik Vincent Shap Pat Heung Rural Committee Kung Yik She
Secondary School
Wan Tin Yee Pok Oi Hospital Tang Pui King Memorial College
To Long Yin Tsuen Wan Public Ho Chuen Yiu Memorial College
Cheung Hon Kiu Shung Tak Catholic English College
Chu Wing Tung Po Leung Kuk Centenary Li Shiu Chung Memorial
College
Ting Yan Yee Christian Alliance S W Chan Memorial College
Lee Ka Yui Portia Fanling Lutheran Secondary School
Ng Pui Sum True Light Girls' College
Wong Chun Kit Hon Wah College
Introduction Owing to globalization, people around the globe have been becoming increasingly interdependent and connected to each other, while information and capital flow quicker than ever. All the above is specifically true between Hong Kong and Japan. Simply take a glimpse of shelves at department stores, it is not difficult to locate an array of Japan‐manufactured products. In particular, with frequent interactions like travelling between the two metropolises and watching dramas produced by the counterpart, dwellers of two places have been deeply influenced by each other. For instance, myriads of Hongkongers are now fond of ortraying figures in Japanese animations while more Japanese like eating ong‐Kong‐style food such as egg tarts.
pH Nonetheless, during the 9‐day trip to Japan, we could still recognize several differences in study lives of students between these hubs. Especially, with 4 school visits and a night staying with host family, we were able to collect a large amount of first‐hand information. In this report, in addition to identifying their similarities and differences, we would also like to explain the reasons behind.
Education system There is no doubt that the education system can greatly ffect the mode of study of astudents. The general academic structure of Japan is similar to that of Hong Kong. Japanese students have their lessons for 6 years in primary schools, 6 to 7 years in secondary schools and 4 years in universities. However, there are quite a number of differences between the curriculums of he two places and they will tb e discussed in the following paragraphs.
From the figure below, three major differences in the curriculum between Japan and Hong Kong can be observed.
First, starting from the second year of high school, subjects are divided into Arts and Science streams, which is similar to Hong Kong’s old academic structure. Nevertheless, all students taking Arts or Science subjects are required to study orld history, Japanese history and geography, which were within the scope of w
Arts stream in Hong Kong. Second, for students who study Arts subjects, they are all required to study asic knowledge of biology and chemistry, which were the subjects of Science in bHong Kong. Third, there are much fewer English lessons in Japan compared to that in Hong Kong. In Japan, there are only few English lessons each week while students in Hong Kong have English lessons every day. Besides, Japanese students learn ne particular skill in an academic year. For example, they learn oral skill in the
e ofirst year and writing skill in the s cond year of high school. rom the above differences, we may deduce the following characteristics of apanese education: FJ Emphasizes civic education All students, regardless of Arts or Science stream, are required to study Japanese history. It is obvious that the Japanese government try to let its citizens to know more about their motherland. Through education at schools, students are implanted a greater sense of belonging towards their own nation. Civic awaren can hence take root in students’ minds. ess
tresses wholeperson developmentS Japanese students are all required to have knowledge in different fields. For example, Arts students have to acquire some science knowledge while Science students also have to expose to aesthetic domain. Besides, students take part in a large v riety of extra curriculum activities. All these show that Japan intends to nurtur all‐rounders to be future leaders.
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Need of strengthening global vision Throughout the trip, it was observed that Japanese students were not able to speak fluent English and could only understand very simple English. This had exactly revealed the consequence brought by the insufficient English lessons in Japanese curriculum. While English is a worldwide known language, it is manifest that there is a great need for Japan to strengthen her global vision by introducing more English education into her curriculum.
Campus culture Foca [Students of Yatsushiro Senior High School wearing slippers.]
r the schools we visited in Tokyo and Kumamoto, they all share similar mpus culture.
Firstly, all teachers, staff, students and even guests are required to take off their shoes and wear slippers offered by the schools before they walk around the school premises. The shoes taken off are kept in the lockers located at the school entrance. It is not difficult to see this kind of scene in Japanese anime about school life. In addition, one needs to change another pair of slippers
before entering washrooms to ensure self‐slippers are still clean when he/she ets back to the classroom. g
[Lockers for students to put their shoes inside.]
By this act mentioned above, a sense of belonging can be enhanced. Since everyone wears slippers of the same design, style and color, they are like family members with love from a big warm family. Due to this well‐created atmosphere, students are more likely to be passionate during school lessons and events, like Sports Day and chool picnic. As a result, this strengthens the harmony among teachers, staff and sstudents. Yet, it is not the same case in Hong Kong. In Hong Kong, everyone in schools is not required to wear slippers in campuses including washrooms. Students use ockers as their extra place to keep books and sport shoes only. It may be due to llimited space in our school premises. All in all, both schools in Japan and Hong Kong are attempting to boost the sense of belonging of their own students.
Transportation In Hong Kong, most students prefer using public transport to get to school. Particularly, MTR, buses and minibuses are the common ways. However, instead of adopting the above means, students in Japan would rather go to school by ycling, or simply on foot. This phenomenon can be explained by the following wo reasons: ct
[aMany Japanese students cycle to school nd park their bicycles outside the
oscho ls.]
To begin with, the transport system of Japan is not as well‐established as that of Hong Kong. In Hong Kong, most places are closely connected to each other and easily accessible. In particular, cost‐effective, convenient and popular MTR does this linking job very well. Yet, Japan is
completely different from what can be observed in Hong Kong. Without doubt, JR is a convenient system for bringing people from one city to another. However, narrowing our view down to a particular region inside a city, like Tokyo, what e can observe is that the transport network may not be so good. Buses may not w
be frequently available. Hence, Japanese students prefer cycling to get to school. Apart from that, environmental protection has taken roots in citizens’ minds. People value the green environment and are willing to take up the responsibility to minimize the negative impacts e.g. smoke from vehicles, on their living environment though driving car may be more convenient. Students have radually developed the habit of cycling to school, which emits no exhaust gas gthroughout the whole process. Although cycling to school may cause students longer traveling time, its benefit rought to the environment is enormous and long‐lasting. Hong Kong overnment may learn from Japan – promoting cycling among youngsters. bg
Tutorial Class Both Hong Kong and Japan have tutorial schools (Japanese one is called Gakushū juku学習
塾 ) They are specialized schools that train students to get good results in exams, especially the entrance examinations of high schools or universities. As both Hong Kong and Japan are quite examination‐oriented in their education systems, tutorial
schools are very popular. There are still some similarities and differences between those schools
two places. We can list them out according ber of aspects.
in theseo a num t
Similarities
Aims and principles Tutorial schools in both places are aimed at enhancing their students’ academic results like test scores in order to help them gain a place in a university or high school. They usually focus on public examinations. Lessons offered Tutorial schools usually offer different lessons like languages, Physics, Chemistry, Biology, Social Studies (Liberal Studies), Mathematics, Economics and other subjects within the curriculums. Functions Juku (tutorial schools) provide supplementary education to children that need to keep up with the regular school curriculum and remedial lessons for children who fall behind at schools. Besides, they assist students to strive for further improvement and prepare for schools’ assignments and public exams.
Differences
Ways of advertising In Hong Kong, advertisement of tutorial schools can be seen on billboards, full‐page newspaper advertisement and TV screens in railway stations or on buses. Some tutorial school teachers in Hong Kong have been idolized to attract students to take their courses. Some schools even apply a ‘stardom’ approach to promote tutors, who dress stylishly and are given nicknames like " God of Science," "Brand‐A Tutor" or "Queen of English" etc. This is to emphasize their abilities in teaching and helping students get good grades. However, it is not common in Japan. Jukus do not promote and advertise their tutors. Some tutors are just ordinary school teachers who take part time jobs in Jukus.
Classroom Classroom is an essential part of a school. Students learn and have exams in this place. Yet, there are differences between classrooms in Hong Kong and apan though their functions Jare same. Due to the lack of space in Hong Kong, many schools do not have sufficient space for students. For those in urban area, extension of school remises are difficult. To psolve the problem, floating classes are adopted in some schools. In Japan, the essence of high school education is all‐rounded development. With sufficient capital and other resources, schools provide good learning environment for students. Comparing with the size of secondary schools in Hong Kong, Japanese schools that we visited are much larger. Some schools as we know, even occupy fifteen thousand square meters. With sufficient land supply,
dents can have their lessons in their own classrooms and do not need to stu“float” between lessons. A comfortable learning environment is extremely important for every student to develop positive attitude in their studies. Japanese schools are more likely to
provide enough space for students to participate in different activities, such as judo and tea ceremony. This can be one reason for which youngsters have a greater motivation in learning.
Lunch Arrangement
Similar to what we have in Hong Kong, a bentou in Japan is made up of three major components – rice, vegetables and meat ‐ and food in which is tightly packed without gaps. Plus, a red sweet, known as “okashi”(お菓子), is prepared and put at the centre and on top f white rice, symbolising the ational flag. on
Comparatively, choices of lunch in Japan seem rather limited. In Hong Kong, students can choose from a raft of alternatives, like dining out or bringing their own lunchboxes. However, this is not the same case in Japan. Located in rural area with no restaurants nearby, most schools there prepare lunchboxes, which they call “bentou”(弁当)in Japanese, for heir teachers and students. Characteristics and advantages f which are as follows: to Strengthening the sense of belonging towards country and school In Hong Kong, very seldom do schools prepare lunchboxes for all teachers and students but in Japan, it is the other way round. Yet, this practice can actually establish a family‐like feeling and students will have stronger sense of belonging to their schools. Besides, through placing a round, red okashi at the centre and on op of the rice to symbolize the national flag, students’ national awareness can lso be nurtured. ta Reducing harm done to the environment In Hong Kong, except the self‐prepared one, most lunchboxes are polystyrene‐made, and thus, hardly can they be reused. Yet, in Japan, the bentou are made of reusable and BPA‐free plastic. They can be used again after washing. As a result, the amount of waste generated is greatly reduced. This arrangement can minimize the negative impact on the environment. At the same time, it can also help cultivate the concept of environmental protection in students’ minds.
Ensuring all students receive nutritionally balanced diets As seen from the photo below, comprising rice, meat and vegetables, a traditional bentou is of high nutritional values. This assures all youngsters receive sufficient utrients so as to cater for their rapid growth and prevent anyone from nutrient eprivation due to poverty. nd
Ways of communication Communication is essential in modern world. No matter Japanese and Hong Kong students, both need to keep in touch with their families and friends. In Japan, using computers as a way of communication is not popular among teenagers. Unlike Hong Kongers, Japanese youngsters prefer using mobile
phones to social networking websites for sending e‐mails. One reason is that the social networking websites are not well received in Japan. Citizens are used to using mobile phones in their daily life. Many telecommunication companies offer a series of services in order to respond to repeated requests from users. The functions
include downloading movies, music and e‐books, and even participating in auctions. Due to the multi‐functions provided, students in Japan spend much time on using mobile phones. They would rather send emails through mobile etwork than writing messages on social networking websites like Facebook as nit is more straightforward and can keep the privacy. Hong Kong students choose to use phone messages, commonly known as SMS, as one of their most‐often‐used communication ways. SMS is a very simple tool for them as text messages can be delivered even if the recipient do not notice the call. Besides, they use social networking websites as an pen sharing space where they can chat with a lot of ofriends at the same time. Letter writing in Hong Kong is not as common as in Japan. In Japan, due to the network restrictions and high cost, it is not common for students to send emails by phone to their friends overseas. Therefore, Japaneses choose to write letters to keep in touch. On some special occasions, like New Year, wedding or even applying for lucky draws, students often write letters. This almost‐everyday work helps Japanese students polish their writing kills in their daily lives. In Hong Kong, students usually write on webs and sregard writing letters as troublesome and odd. From the reasons above, we can see that both Japanese and Hong Kong students use phone messages or emails as common communication methods. However, Japanese students use mobile phones more frequently and may write letters on some situations while Hong Kong students depend on social networking websites in order to keep in touch with their relatives and friends.
Conclusion Although we all live on the same planet, Hong Kong and Japanese students are ot exactly the same. In this report, six aspects of their study lives were ndiscussed: First, Japanese students are required to study both Arts and Science subjects. The Japanese school curriculum is more likely to emphasize civic education and stress whole‐person development. Yet, more English lessons are needed to strengthen their global vision. Second, students in Hong Kong mainly depend on public transports for traveling, hile those in Japan riding bicycles. It is because cycling is a more direct way to w
reach their campuses in rural areas and more environmentally friendly. Third, Japanese teenagers can enjoy their lessons in fixed classrooms as there is dequate supply of space especially in rural area. The learning environment of aJapanese is more comfortable than that of Hong Kong. Forth, there is a tradition that Japanese students have to change their shoes to lippers in school areas as well as washrooms. This actually boosts the sense of sbelonging. It does not apply to schools in Hong Kong. Fifth, lunchboxes are usually prepared by schools. This arrangement can herefore reduce the harm done to the environment and ensure everyone have tsufficient nutrients from healthy meals. Sixth, both Japanese and Hong Kong students use phone messages or emails as common communication methods. However, Japanese students use mobile phones more frequently and may write letters in some situations while Hong ong students depend more on social networking websites in order to keep in K
touch with their relatives and friends. From different aspects mentioned above, we can see that Japanese are more focus on students’ all‐round development. They are more environmental friendly and put more effort to educate and nurture the attitude of sustainable development in her next generation.