摘要

本文主要是討論傳統中文科閱讀教學模式的問題，及根據西方閱讀教學的研究提出了一個新的閱讀教學模式──認知策略教學。文中簡述了在香港中文科試驗閱讀策略教學的經驗，包括策略教學課程的理論基礎、課程設計和試教結果，目的是讓香港的教育工作者更具體了解這種新的閱讀教學模式，並探討未來在中文科新課程中結合閱讀策略教學的可行性和方向。

Abstract

This paper discusses the problems of traditional Chinese reading instruction and introduces a new reading instructional approach — cognitive strategy instruction. The experience of implementing a Chinese reading strategy instruction program in Hong Kong is described. The program's theoretical basis, instructional design, and teaching effectiveness are explored to provide a practical introduction to a strategy instruction to Hong Kong's educational practitioners. The possibility and directions of integrating strategy instruction into the new Chinese language curriculum are also discussed.

摘要

一般家長知道抄寫有助兒童掌握中文字，但不了解在抄寫過程兒童學習的是對字形結構的認識，而不是把中文字逐一強記。字形結構對學習認讀中文非常重要，而兒童在最早接觸中文字時已主動學習字形結構。是次研究對135位三至六歲幼稚園兒童進行測試。結果發現三歲兒童仍未能按字辨識中文字形結構，而四、五歲兒童已開始能按中文字結構，不接受圖形錯字、位置錯字。高班兒童較接受合乎字形結構的字作為正確中文字，並利用對中文字的已有知識經驗判斷其對錯。

Abstract

Many parents require young children to copy Chinese characters in order to memorize them. Evidence has been found that the ideographic structure of written Chinese is crucial in learning the characters, and young children are actively engaged in analyzing the ideographic structure in order to learn to read and write. A total of 135 preschool children, aged 3–6 years, were invited to participate in a Chinese character ideographic structure test. They were required to differentiate three types of made-up characters (pictorial pseudo-characters, pseudo-characters with inappropriate positioning of radicals, and pseudo-characters with correct positioning of radicals). It was found that 3-year-old children could not differentiate the three types of made-up characters, 4-and 5-year-olds began to reject the pictorial pseudo-characters and pseudo-characters with inappropriate positioning of radicals, and accept the pseudo-characters with correct positioning of radicals as real words. Older children relied on their knowledge of the Chinese writing system to make their judgment in the task, and demonstrated that they had already learned that shapes and pictures are non-existent in written Chinese.

摘要

不恰當的教師評價制度是指，以學生考試分數作為評價教學質量的標準，並將結果與教師工資、榮譽掛鉤。本研究指出，小學教師認為此現象對自身多項人格特徵造成負面影響。不同性別、教齡、職稱的教師在人格受影響程度上差異不大，但語文科教師自認為所受影響較多。本文建議改進措施有：一、加大課程改革力度，改變教學質量評價方式；二、提高教師心理調節和適應能力；三、倡導和諧、民主的學校組織文化，提供社會支持，讓教師生活在安全的專業環境。

Abstract

Although teachers are generally considered as professionals, a teacher assessment system which views students’ test scores as the only criterion for reflecting teachers’ quality of teaching and linking that to teachers’ salary and reputation is inappropriate. More than 600 subjects were interviewed about the effects of this assessment system on their personality traits. The results indicate that: firstly, 11 out of 30 major personality traits have been clearly affected; secondly, neuroticism, one factor of the “Big Five”, is affected greatly; thirdly, teachers teaching Chinese report that they are hurt more significantly than teachers in other subjects. Three suggestions for lessening the negative effects are provided.

Abstract

Student teachers on field experience may sometimes be bemused by the kind of lesson feedback they receive from school mentors and supervisors, especially when it seems to miss the target of their real concerns, or when mentors and supervisors provide conflicting advice. This paper argues that both teaching and lesson conferencing should be viewed as essentially hermeneutic. Hermeneutic theory, particularly as found in the work of Hans-Georg Gadamer, provides student teachers, mentors and supervisors with a framework, for observing teaching and discussing lessons when lesson conferencing. It views conferencing as a mutually beneficial professional conversation that enhances the professional development of all who participate, the student teacher, mentor and supervisor.

摘要

在教學實習的過程中，教學啟導教師和導師會向實習教師提供回饋和意見。面對這些回饋和意見，實習教師有時會感到混淆，尤其當他們認為意見搔不著癢處，或是教學啟導教師和導師各持己見，令他們無所適從。本文作者認為教學及課前課後會議本質上宜視為一個詮釋過程。詮釋理論，特別是加達默爾（Hans-Georg Gadamer）的觀點，可為實習教師、教學啟導教師和導師提供一個框架，指引觀課及課前課後會議的方向，令會談成為彼此都受益的專業對話，促進參與各方的專業成長。

Abstract

This study adopted qualitative and quantitative methods in drawing data through a pilot questionnaire survey and focus interviews in chosen schools. Twelve influential factors have been identified: School Reputation; Learning Atmosphere; Quality of Teaching Staff; Results of SSPA; Quantity of Homework; Learning Content; School Activities; School Building, Facilities and Resources; Home-School Cooperation; School Location; Recommendations from Other Parents, and Pupils’ Conduct in Public. The author then presented two recommendations for practice and further research for school practitioners.

摘要

本研究採用量化及質化的研究方式進行，向選定學校進行前測、問卷調查和訪談。研究發現12項影響家長選校的因素，包括：學校聲譽、學習氣氛、教學人員素質、升中派位成績、家課量、學習內容、學校活動、校舍、校舍設施和設備、家校合作、學校位置、其他家長之推薦、學生在公眾地方的行為表現等。文章之末，作者更為同工在實踐及進一步研究上，提出兩項建議。

Abstract

Students’ reading interest and habit are best nurtured when small and preferably before they reach six or seven years old. Children have the potential to become independent and competent readers — appropriate support from parents and teachers would help realise this potential. In this article, relevant theories linking learning and reading will be discussed, as well as practical approaches arising from a reflection on such theories. Since there is no one-size-fits-all formula, this paper will explore a flexible combination of strategies, especially from the perspectives of parents and teachers. A number of practical strategies based on relevant personal experiences of a parent and common elements of good practices would also be examined.

摘要

培養學生的閱讀興趣和習慣適宜在幼年時便開始，最好是在六、七歲以前。如父母和師長懂得恰當的引導，每個孩子皆可成長為有能力獨立閱讀的人。本文探討有關學習與閱讀的理論，以及從理論引申而來的實踐途徑。正如世上沒有一服即妥的萬靈丹，本文要探討的，是不同策略的靈活搭配，特別是從家長與教師的角度取材。這包括一位家長源於親身體驗而設計的一些實用策略，還有是一般良好做法的共通元素。

摘要

30年代美國教育改革最戲劇性的改變是學校合併，在1938至1998年間美國總共裁併了90%的學區。合併步伐自70年代以後顯著降緩，一些研究報告如馬休計劃（Matthew project）逐漸強調小型學校才是好的學校，尤其對鄉村地區的貧窮學生來說。這種新觀點和過去北美教育專家致力於學校合併，創設更大且現代化的學校的現象非常不同。在為節省成本而推動小型學校合併與為追求教學效果和教育公平而維持小型學校之矛盾下，一股涉及成本效率性、教學效果性與教育公平性之爭辯的趨勢，使得小校合併遭遇更艱鉅的挑戰，如何抉擇實在左右兩難。

Abstract

Under heavy pressure to cut costs and to raise student performance, school consolidation represents the most dramatic change in the education reform movement in the United States. Almost about 90 percent of school districts have been eliminated through consolidation since 1938 in the States. The pace of consolidation has slowed from 1970. Recent reports such as the “Matthew project” reinforce the view that small schools are good schools. The new appreciation of small schools must seem like a revolution to educators and policy-makers who have devoted careers to building larger and modern schools throughout the States and Canada. Common justifications for building larger schools and closing smaller ones are the statewide concern for equity, effectiveness and efficiency in all school districts. These issues lead to ongoing dilemmas in the debate on optimal school size.