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Publications

第12卷第1期（Vol. 12 No. 1）

1
專輯弁言
兒童、兒童文學教育與課程

李子建
Articles　論文
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童詩教學：審美教育的三種境界

霍玉英

摘要 Abstract
摘要

審美培養可以透過不同學科學習而得，以中國語文科而言，優美的語言文字是美育教學的重點，但不少教師卻忽略了由語言文字所營造的優美意境，以及意境對培養學生德育意志的默化作用。語文學習的最佳途徑始於文學的薰陶，對初小學生學習來說，兒童文學作品是優秀的學習材料，當中以兒歌童詩的淺白語言，鏗鏘的語調節奏最為吸引。本文以童詩教學為重心，討論教師如何透過導賞，使學生經歷審美教育的三種境界：感受語言文字的美感；體味由文字呈現的優美意境；感受作品中的嘉言善行，進而美化性靈，提升道德意志。

Abstract

Aesthetic Education can be developed through different academic subjects. In Chinese language learning, the use of the language is definitely one of the focuses, but the poetic mood created through words and the subtle influence of literary works on students' moral development is sometimes neglected by teachers. Children's literature offers excellent learning materials for junior primary level students, especially nursery rhymes and poems. The simple diction and musical rhythm have a great appeal for young children. This paper focuses on the teaching of children's poems and discusses how guided appreciation of literary works enables students to experience the three dimensions of aesthetic education: to appreciate the beauty of language, to feel the subtleties of mood created through the language, and to nourish the soul, upgrade one's moral character and strength through thoughtful reading of literary works.
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布魯納發現學習理論的實踐──以講授兒童文學課文為例

劉鳳鸞

摘要 Abstract
摘要

踏入廿一世紀，香港漸變為一個充滿挑戰的知識型社會。在這個資訊爆炸、知識迅速發展的年代，新的一代只拚命吸收知識是不足夠的，他們還必須掌握各種學習技巧，培養學習能力，以達至「學會學習」的目的。布魯納（J. S. Bruner）的 「發現學習理論」（discovery learning theory）強調的正是學生的自發學習 。本文主要以講授兒童文學課文為例，探討如何在教學上應用布魯納的「發現學習理論」， 以激發學生通過主動學習而獲取知識或建立學理原則。

Abstract

Since stepping into the 21st century, Hong Kong has gradually evolved into a knowledge-based society full of challenges. In this era of information explosion, it is not enough for the new generation to just absorb knowledge indiscriminately. They must also grasp various learning skills in order to learn how to learn. What the discovery leaning theory of Bruner emphasizes is precisely students taking the initiative to learn. This article explores the application of Bruner’s theory in teaching and uses the teaching of children’s literature as an example. The aim is to stimulate students to acquire knowledge through active learning.
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教師在推行「家長參與」的教育變革時期的價值取向

吳迅榮

摘要 Abstract
摘要

近十年來，香港教育署不斷在學校推行教育變革；然而，變革能否成功，教師的價值取向起著重要的作用。本文報告一項質性的個案研究，研究員以微型政治觀點去探討和分析兩所學校的教師在推行家長參與的教育變革過程中，他們的價值取向和影響他們價值取向的因素。研究顯示，兩校教師具有不同的變革價值觀，分佈於「委身服務」和「我行我素」的價值取向連續線上；教師在這期間的價值取向是受到「範式」、「能力」和「政策」三個因素是否失調所影響。

Abstract

In the last ten years, the Education Department of Hong Kong has constantly introduced different educational innovations in schools. Whether an innovation can be successfully implemented depends very much on teachers’ value orientations. This article reports on a qualitative case study research. Through a micro-political perspective, the investigator explores and analyzes teachers’ values and beliefs in parental involvement during times of educational change in two primary schools. The findings suggest that teachers in these two schools possess different values and beliefs along a continuum of "altruism" at one end and "isolationism" at the other, and their orientations are affected by variations of paradigm, competence and policy factors in times of change.
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Invited Article
Developing the Multi-level Self-management Capacity of School through Intervention

Francis Wing-Ming CHEUNG & Yin-Cheong CHENG

摘要 Abstract
Abstract

School-based management (SBM) has been an important worldwide school restructuring movement in the past thirty years. Cheng and Cheung (2001) confirmed that the multi-level self-management strengths of schools were positively related to the quality indicators of organizational performance, group social norms of teachers, and individual teacher job performances. This paper reports on the effects of an intervention program launched in four schools identified from Cheng and Cheung's (2001) study. Findings suggest that the action-group school originally with very low multi-level self-management capacity did develop its multi-level self-management capacity. In this paper, the intervention program will also be outlined. It is hoped that more focused intervention programs could be developed to facilitate effective implementation of SBM world-wide in the future.

摘要

過去三十年，校本管理一直是世界各地學校教育改革的重要一環。Cheng & Cheung（2001）已印證了學校的多層面自我管理能力與組織效能、教師小組社群氣氛及其工作表現的關係。本文進一步報告一項發展學校自我管理能力的計劃，該計劃共有四所學校參加。研究結果顯示，行動組別的學校確能提升原本偏低的多層自我管理能力。文中亦簡介該計劃的設計，望能引發更多討論，促進世界各地的校本管理效能。
Forum 　論壇

Focus: Children's Literature　本期焦點：兒童文學
101
前言

楊熾均
103
人生最早的教科書──試論兒童文學和兒童成長的關係

蔣風
113
簡議中國新時期兒童文學

王泉根
117
兒童故事與寓言中哲理性之比較

陳子典
121
兒童、兒童文學與網際網路

嚴淑女
141
《基礎教育學報》座談會：兒童文學與教育

高慕蓮、楊熾均、李子建、梁念明
Educational Innovation 　教育新嘗試
151
中文教學品質圈：一個社區協作推動教育改革的實例

譚偉明、張紫來
News and Views from Chinese Communities
華人社會觀點與報導
165
中文單元教學理論研究、教材編寫、教學實踐之評論： 1978年以來中國內地的發展

祝新華、容向紅