The Implementation of Hierarchical Reverse Teaching Method in School-Based Mathematics Education in Hong Kong Senior High Schools

Chen Zhengjie  【Hong Kong】

Abstract:

This study targeted Form Five students at XX Secondary School in Hong Kong and implemented the "Hierarchical Reverse Teaching Method" (TBTM) in response to the cognitive differences in the school-based curriculum. This method strictly adheres to the "Hong Kong Mathematics Curriculum Guide (2023)" and constructs a three-stage model of "Goal Stratification - Evaluation in Advance - Task Customization". Specifically, "Goal Stratification" refers to setting different learning goals based on students' varying cognitive levels; "Evaluation in Advance" involves assessing students' abilities in advance to provide targeted guidance during teaching; and "Task Customization" involves designing personalized learning tasks based on students' learning progress and abilities.

After 18 weeks of empirical research, the experimental class's score rate for high-level questions in the school-based assessment increased by 18.7% (p < 0.01), and the selection rate for extension courses rose by 12.3%. This significant effect is mainly attributed to the following innovations:

①Elve school-based situational tasks were developed, closely related to real life, such as optimizing the energy consumption of the Victoria Harbour light show, aiming to stimulate students' interest in learning and application ability through real-world scenarios.

②A dynamic grade-level stratification adjustment mechanism was established to ensure that each student can study at the most suitable level for them and be adjusted in a timely manner as their abilities improve.

③A DSE ability mapping matrix was designed to compare students' performance in daily learning with the ability requirements of the Hong Kong Diploma of Secondary Education (DSE), helping teachers better grasp the teaching direction and students' development paths.

Through these measures, this study not only effectively addressed the issue of cognitive differences in the school-based curriculum but also significantly improved students' learning outcomes and engagement.

Keywords: Hierarchical Teaching; School-Based Practice; Cognitive Differences; Reverse Design; Hong Kong DSE