没有听过有人喜欢Project Work。女儿说过学校的老师对Project Work 要求好像也不是很熟悉，有时要学生从a 换到 b ，当学生换了，他可能忘了，问为什么换成b， a比较好。反正我看她JC1 花了好多时间在Project Work，report 改了好多次，做完了我也为她松了一口气。庆幸NUSH 不用做Project Work。
一个去年的报道：
Revamp project work in JCs
Kwan Jin Yao | my paper | Fri Sep 23 2011
On the Ministry of Education's website, project work is described as a programme which aims to teach students to "synthesise knowledge from various areas of learning, and critically and creatively apply it to real-life situations". It was implemented in all junior colleges a decade ago and involves all first-year JC students. The grades that students get for the subject have also been included in the admission criteria of local universities since 2005. But the initiative - initially conceived to reduce emphasis on written examinations, nurture students' creativity and widen the range of pedagogies - has increasingly fallen flat in recent years. Schools have created pedantic curricula for the programme, to complement the growing rigidity of the assessment criteria, in a bid to raise the number of distinctions scored by their students. While this produces results to the satisfaction of parents, students and educators, it has done little for the actual development of the students' skills. Not surprisingly, most students dislike the subject. First, the year-long process is perceived as being unnecessarily prolonged. Second, a fixation on the step-by-step preparation of documents that will be graded according to key performance indicators limits the space for exploration. Third, the uninspiring way in which topics and processes are conceived makes it unrealistic for students to identify problems and come up with solutions. I have even heard of students fabricating the results of their projects, especially since teachers would find it difficult to verify the authenticity of all their sources, surveys and research. However, to dismiss the programme entirely would be to ignore its benefits. Through combining the research, writing and oratorical components of the subject, students are encouraged to pick up and hone a variety of skills. The challenges of working in a group - sometimes, with demanding or lazy teammates - help inculcate leadership and social skills in students. The key is to revamp the programme to address its shortcomings and make it more holistic for students. The opinions of students should be sought by conducting focus-group discussions. New strategies can include the incorporation of community-service or volunteer work, conference-sharing sessions or competitive aspects to provide incentives. There should also be more flexibility in the selection of topics for the projects.
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