ABSTRACT
Teachers' instruction is closely linked to the students' learning process. Theorists of different schools have proposed a number of assumptions and models to explain the students' learning process, among which social cognitive theory is prominent for its comprehensiveness compared with other theories. Theories such as attribution theory, self-efficacy, social constructivism, critical pedagogy, as well as feminist pedagogy provide solid theoretical foundations for the implementation of learner-centered teaching. The structure of students' learning processes indicates the possibility for teachers' interventions in specific areas or at certain stages of a process to facilitate students' learning. In fact, the learner-centered approach was introduced to Hong Kong in the form of activity approach in primacy schools in 1972 under the banner of "treating children as the center of teaching, and learning through activities". D. Cheung's research reveals that the most prominent concern of Hong Kong chemistry teachers is the lack of class time.
