Abstract

This paper reports results of a study that investigated 50 preschool children’s moral judgements about an event involving accidental and deliberate damage to materials. The study aimed to re-examine Piaget’s theory regarding the moral judgements of 4- to 5-year-old children, particularly with regard to judgements of intentions behind an action. The design permitted systematic analysis of the effects of different intentions on children’s moral judgements. Results showed that preschoolers’ moral judgements are not based always on the consequence of the action as Piaget suggested, but varied across different moral content. This study also revealed that children’s moral judgements would vary according to different perspective-taking (self vs. parents). As young as preschool years, children understand that their perspective on moral judgement can be different from that of the moral authority (e.g., parents). The present study highlights the need for specificity with regard to the situation when discussing children’s moral judgements. The results contribute to new understanding of young children’s moral development and provide new insights for young children’s moral education.

摘要

本文發表一項有關「香港學前兒童的道德發展」的研究結果。研究訪問了五十位學前兒童，旨在探討學前兒童的道德判斷，是否如皮亞傑的說法，只集中考慮行為的結果而忽略行為動機。本研究透過一種有系統的方法來引發兒童分享他們對道德判斷的看法。研究結果顯示，四至五歲的兒童已能根據行為動機來判斷是非，並能代入成人的角色來作道德判斷。在幼稚園階段的兒童，已理解到自己的道德判斷，可與具權威人士（如父母）不同。因此，要深入分析兒童的道德發展，我們須研究兒童的道德判斷在不同情境中之變化。本文也分享了對道德教育的一些啟示。

Abstract

This paper reports results of a study that investigated 50 preschool children’s moral judgements about an event involving accidental and deliberate damage to materials. The study aimed to re-examine Piaget’s theory regarding the moral judgements of 4- to 5-year-old children, particularly with regard to judgements of intentions behind an action. The design permitted systematic analysis of the effects of different intentions on children’s moral judgements. Results showed that preschoolers’ moral judgements are not based always on the consequence of the action as Piaget suggested, but varied across different moral content. This study also revealed that children’s moral judgements would vary according to different perspective-taking (self vs. parents). As young as preschool years, children understand that their perspective on moral judgement can be different from that of the moral authority (e.g., parents). The present study highlights the need for specificity with regard to the situation when discussing children’s moral judgements. The results contribute to new understanding of young children’s moral development and provide new insights for young children’s moral education.

摘要

本文發表一項有關「香港學前兒童的道德發展」的研究結果。研究訪問了五十位學前兒童，旨在探討學前兒童的道德判斷，是否如皮亞傑的說法，只集中考慮行為的結果而忽略行為動機。本研究透過一種有系統的方法來引發兒童分享他們對道德判斷的看法。研究結果顯示，四至五歲的兒童已能根據行為動機來判斷是非，並能代入成人的角色來作道德判斷。在幼稚園階段的兒童，已理解到自己的道德判斷，可與具權威人士（如父母）不同。因此，要深入分析兒童的道德發展，我們須研究兒童的道德判斷在不同情境中之變化。本文也分享了對道德教育的一些啟示。

摘要

近年來香港的公民教育起著很大的變化，大眾和學者都關注香港公民教育的前路和發展方向。本文從師資培訓者的角度提出觀點和建議，旨在引起社會人士，尤其是教育工作者，對小學公民教育和教師在這方面專業發展的關注。本文將集中討論學校推行公民教育的概況、改革策略的問題和障礙，以及師資培訓的策略。策略方面包括培養準教師的自我醒覺和探究精神、鼓勵現職教師的持續學習、為領導者多開設公民教育專科、確立培訓的價值取向、以師資培訓者作榜樣，以及師資培訓機構之行政、決策、權力民主化。

Abstract

Civic education in Hong Kong has been undergoing great changes. Members of the public and many academics are all showing great concern about its development. Some personal views and suggestions from the perspective of a teacher educator are raised for discussion, hoping that the topic of civic education in primary school and teacher professional development in civic education can be brought to peoples' attention, especially that of educators. This article will first focus on a brief review of the implementation of civic education in Hong Kong schools, followed by a discussion of the obstacles and problems of implementation. Strategies for training teachers will also be discussed, which include cultivating pre-service teachers' self-awareness and reflection, encouraging in-service teachers' continuous learning, providing more civic education programmes for leaders, establishing the value orientation for teacher training, taking teacher educators as role-models, and also democratizing the administration and decision-making mechanisms in teacher education organizations.

摘要

教學法是師訓課程中最受學生重視而又最難掌握的學問。通過一項「小學普通話教學實錄」研究，八十四位師訓生先觀看相關的課堂實錄，再填寫問卷，就教學錄像的運用、錄像中教師的表現，以及從中所得的啟發等作出回應。根據這些師訓生的心聲，本文倡議在教學法課中有效運用教學實錄，以深化課堂討論，促進教學法課的教學成效。報告內容雖然是個別學科的實踐，但師訓生對教學實錄在教學法課上實施的評價，對不同學科也應該有參考價值。

Abstract

Learning about teaching methods has been perceived by student teachers as the most important yet the most difficult thing to grasp in teacher education programmes. In a study on enhancing student teachers' understanding of teaching Putonghua to primary students in Hong Kong, over eighty student teachers responded to a questionnaire survey after watching the recording of a Putonghua lesson. Based on the respondents' feedback and evaluation of the activity, this article suggests that video-recordings of actual teaching can be used effectively as concrete examples for student teachers to deepen their discussions on teaching methods, and in turn enhance the effectiveness of learning from the respective modules. Although the discussion refers solely to the teaching of a particular subject, feedback from the student teachers should provide insights for improving the quality of other modules on teaching methods in general.

Abstract

This paper will argue that the most important ingredient in the provision of moral education is a supportive context both within the individual school and in a society's schooling system, and that policies and practices in relation to the school curriculum are of particular importance in this respect. It will also stress the converse of this, namely that, if the schooling system and especially the school curriculum are framed in terms and on models which do not reflect the moral values and principles we are concerned to promote, then moral education becomes difficult and probably impossible.

摘要

本文指出推行德育的要素，是具備一個校內和社會教育系統都支持的環境。而當中學校課程的方針和常務尤其重要。反過來說，如果教育系統（尤其是學校課程）依循的範例並不反映我們要提倡的道德價值和原則，那麼推行德育便很困難，甚至幾乎是不可能。

摘要

沒有人會否認道德教育的重要，衡諸東西方，德育的進行也有其困境。本文從傳統、現代與後現代的倫理學發展中，企圖論證德育的進行涉及到認知、情緒與習慣。文中也說明了認知、情緒與習慣對德行的養成所扮演的角色及其限制。作者認為倫理學本身的爭議反而可以增添德育的視野，文末也對基層教師及往後的研究提供基本方向。

摘要

中國大陸的學校德育在發展的歷程中，形成自己特殊的內涵，具有較強的意識形態功能是其顯著的特徵之一。這一特徵的形成是以中國「德政同構」、「政教一體」的傳統為基礎，由中國社會發展的特殊矛盾所決定的。隨著中國社會由計劃經濟步向市場經濟的歷史性轉型，以及經濟全球化的歷史趨向，學校德育面臨嚴峻的挑戰和發展的訴求，預示著21世紀中國大陸學校德育的重大改革。

摘要

由於認識上的偏失，傳統的兒童道德教育存在著「學科化傾向」、「簡單化傾向」及「成人化傾向」等誤區。因此讀名段、背結論、默概念，成為了考量兒童道德發展的主要手段。而揣摩教師的答案，再現預設的結論，追求「崇高」的行為，則成為了兒童應對道德教育的文本考試的重要技術。今天，兒童道德教育最大的改革，就是將教育活動回歸兒童自己的生活之中，把它置於真實的情境，並且當作兒童反覆協調衝突、主動修正自己行為而逐漸內化的過程。

摘要

澳門兒童自我發展受兩方面的制約，其一是個體身心的健康發展，其二是澳門社會文化變遷的衝擊。本人試從澳門都市變遷的脈搏著手，探索澳門兒童自我發展的歷史及社會制約因素。另一方面，從發展心理學及人本心理學層面，探討兒童自我發展遭遇的困境。學校道德教育面臨社會文化變遷與個體身心發展的雙重挑戰，為了對此作出全面並有效的回應，學校道德教育理應從兒童自我的客觀認識著手，展開積極正面的人性教育，讓學生學會認識自我、善待自我，優化童真的成長空間。再者，透過種種認識社會文化變遷的道德教育，讓兒童懂得在人際、理財、消費、傳媒等社會生活歷練中健康成長。

摘要

廉政公署相信「倡德育建防貪之本」的工作路向，青少年若從小便建立了一套正確的人生觀，例如認同誠信、守紀等觀念，亦內化廉潔不貪的行為，則這套價值觀可令他們無論將來面對何種誘惑或衝擊時，也可成為作出理智抉擇的依歸。文章繼而分享廉署製作德育教材的經驗，包括「學生為本」及「互動式」的設計、 建立品牌效應、化整為零的單元化設計、網上網下結合、學界參與及將教材配套延展至傳媒等工作策略。

摘要

所謂道德教育，必先確立一個不能動搖的基礎。天主教以聖經為無上的準則，儒家、道家、或佛教徒和伊斯蘭教徒，他們都各有自己神聖不可侵犯的道德標準。如果他們住在一起，他們能拿什麼出來作準繩而使大家和平相處呢？本文嘗試在這方面作一些探討性的思考，並認為天主教梵蒂岡第二次大公會議後的「大公精神」可能是一個出路。希望關心世界和平或對天人合一理想有興趣的仁人學者，不吝賜教。

摘要

所謂道德教育，必先確立一個不能動搖的基礎。天主教以聖經為無上的準則，儒家、道家、或佛教徒和伊斯蘭教徒，他們都各有自己神聖不可侵犯的道德標準。如果他們住在一起，他們能拿什麼出來作準繩而使大家和平相處呢？本文嘗試在這方面作一些探討性的思考，並認為天主教梵蒂岡第二次大公會議後的「大公精神」可能是一個出路。希望關心世界和平或對天人合一理想有興趣的仁人學者，不吝賜教。