摘要

過往人們研究香港的教育發展，多從官方資料入手。官方資料雖然重要，但畢竟只是歷史建構的多種根據之一，只能提供一個角度。另外，1974年中文成為法定語言之前香港官方的資料單以英文表述，反映了英文所負載的利益和觀點。本文嘗試從民間和中文的角度去建構1930–1950年代香港教育的發展，透過對中文報章資料的系統分析，探討了這時期香港教育量的發展、公私營學校的消長、質的改善、教育機會與甄選、學生的精神面貌等方面的情況，揭示了少為官方資料所反映的社會各界人士的所思所想和所作所為，相信對更清晰地瞭解這一時期香港教育發展的來龍去脈，具有積極的作用。

關鍵詞：基礎教育；教育史；教育本土觀

Abstract

In the past, researchers tended to rely heavily on official documents to study the development of education in Hong Kong. Though official documents are important, they constitute only one of numerous sources of evidence and give only one perspective in the construction of historical events. In addition, official documents, written in English only in pre-1974 Hong Kong, essentially reflect the interests and viewpoints of those that operate in that language. This article attempts to construct the development of education in Hong Kong in the 1930s to 1950s from an unofficial and Chinese perspective. Through a systematic analysis of relevant Chinese newspaper reports published in that period, it discuses the quantitative development of education, growth and decline of public and private schools, quality improvement, educational opportunities and selection, as well as students’ attitudes and behaviors in Hong Kong during that period of time. The article reveals the thinking and doing of a wide spectrum of Hong Kong society little reflected in viewpoints of official documents, and helps contribute to a better understanding of the development of education in that period in Hong Kong.

摘要

本文針對教師「用普通話教中文」（下稱PMI）的語言表現，探討它與教學效能的聯繫。研究發現，成功的PMI教學，教師的語言表現呈現強烈的一致性，同時由此引起學生的學習行為反應（包括情意和語言反應），也異常相似。概括而言，優秀的PMI教師，都同時具備照顧者（caretaker）和教者（teacher）的語言特徵，並成功吸引學生在聆聽和回應教師話語時，高度集中，積極扮演學習者（learner）和運用者（user）的角色。本文通過考察教師的語言表現和學生的學習回應，結合細緻的話語分析和相關教學策略的探討，期望為「高效的教學語言」找出具體涵義。

關鍵詞：PMI；教師口語；語言輸入

Abstract

This paper investigates teachers’ linguistic performance and its relation to the effectiveness of using Putonghua as the medium of instruction (PMI) in teaching the Chinese Language. Findings reveal that successful PMI teaching and teachers’ linguistic performance are highly correlated, including being able to arouse students’ learning and behavioural responses (both affective and linguistic responses). Generally speaking, quality PMI teachers possess the linguistic characteristics of both the “caretaker” and the “teacher” — they could attract students’ attention in listening and responding to teacher prompts, and actively engage students to take the role of both language “learners” and “users”. Through the evaluation of teachers’ language performance and student responses, and the analyses of detailed classroom discourse and related teaching strategies, it is hoped that the essence of “high quality medium of instruction” can be better understood.

摘要

香港教育統籌局於2004年在小學推出了新的中文科課程，中華文化教學是其中主要措施之一。本研究初步探討香港小學中文科教師對中華文化教學的信念，透過訪問中文教師「實做」文化教學經驗，剖析他們潛藏的文化教學信念。研究顯示，教師相信認識文化知識是小學文化教學的目標，不過卻只視文化教學為配角；教學上以學生為中心，反對強制性的愛國教育；而且教師自感對「中華文化」教學的掌握能力不足，希望在教學及課程上有更具體的指引。

關鍵詞：中華文化；小學教師；教學信念

Abstract

In the Chinese language curriculum released by the Curriculum Development Council in 2004, the teaching of Chinese culture was added as a main component of the curriculum. The present study explores Chinese language teachers’ beliefs in the teaching of Chinese culture. In interviews with Chinese teachers, the study reveals their frontline teaching practices and underlying beliefs. Findings show that teachers viewed a knowledge of Chinese culture as an important aim of culture teaching at the primary level, but only as secondary in the teaching of the Chinese subject. A student-centred approach was preferred, but authoritative teaching of patriotism was not favoured. On the whole, teachers felt inadequate in their knowledge and teaching of Chinese culture and hoped that more specific concrete guidelines on curriculum and instruction could be given.

摘要

這個研究描述及探討在校本課程開發下的教師課程領導發展的實踐和理論情況。研究採用個案和定性研究策略，並通過教師同儕和個別訪談、會議錄像和反思記錄來收集研究資料，再以紮根理論及話語分析方法等來分析。初步成果顯示教師在參與規劃、實施、反思課程實踐和改革的過程中，他們的專業素質得到充分的發展及表現。報告著眼於教師課程領導發展計劃在第一個實施階段2004年9月至11月間，教師領導發展的活動和初步研究成果。

關鍵詞：課程領導；校本課程開發；教師專業發展

Abstract

This study describes and investigates the theory and practice of curriculum leadership in the context of school-based curriculum development. It adopts a case study methodology and collects research information through peer and individual interviews, video-recordings and reflection notes. Data analysis is based on grounded theory and discourse analysis. Initial evidence reveals that participating teachers made substantial professional development through the process of planning, implementing and reflecting on curriculum practice and innovation. This paper focuses on the first implementation stage of the teacher curriculum development project from September to November 2004, and explores leadership development activities with initial research findings.

摘要

本文主要是從公民的道德價值來研究香港一套初中語文教科書的價值取向，以了解教科書價值取向的內容、比重和呈現方法。透過這些研究，才能更有效地評估教科書有沒有落實課程指引中教學目標的價值取向。首先以文獻建構教科書價值取向的分析框架，然後採用先定性，後定量的研究方法。數據顯示，這套教科書由個人至世界層面價值取向的範疇基本是全面的，但各項範疇的比重則有商榷餘地。教科書的價值取向應按學生認知心理發展的方式來呈現才比較合理。如果課程指引在不同範疇價值取向的質與量方面有明確的比重建議，這樣教科書的編寫才有依據、才有質量的保證。

關鍵詞：初中語文；教科書教材；價值取向

Abstract

This paper aims at investigating, from an ethical perspective, the value orientations embedded in a set of junior secondary Chinese Language textbooks in Hong Kong to better understand the textbooks’ content, emphases and presentation. Only through such studies can we effectively assess whether the values set out in the teaching and learning objectives of the Curriculum Guide have been implemented. An analysis framework is first constructed from textbook references, followed by the use of qualitative and quantitative research methods. The data show that the coverage of values in the chosen textbook, from the individual to the global level, is quite comprehensive, but there is room for improvement in the emphases and proportion of various value areas. There should be a better linkage between the value orientations of the textbook and the psycho-cognitive development of students. Furthermore, if the Curriculum Guide can suggest a clearer proportion for the quality and quantity of different values, this will greatly enhance the quality and authority of the Chinese language textbooks.

Abstract

The present study looks at how parental involvement and peer victimization influence students’ use of achievement strategy in junior secondary schools in Hong Kong. It employs a systems perspective to look at how family and classroom factors uniquely combine to influence students. A number of 2,261 Secondary 1 and 2 students and their family members drawn from 19 secondary schools participated in the cross-sectional survey for the research. Findings suggest that parental involvement in school plays a moderating role on the association between peer victimization in the classroom and students’ use of achievement strategy. The result of the research has important implications for home-school relations in Hong Kong, and for restructuring of the school process to create a more supportive and nurturing environment for learning and teaching.

Keywords: parental involvement; peer victimization; learning strategy

摘要

本研究由系統觀點出發，探討家庭因素與課堂因素的結合對學生的影響。研究的焦點是家長參與和同輩欺凌如何影響香港初中學生運用成就策略。本研究的資料來自問卷調查，對象是19所學校裡2,261位中一及中二學生，以及他們的家長。研究結果顯示，家長參與學校教育能在同輩欺凌與學生運用成就策略之間有著調整的角色。本研究對於香港家校合作關係、學校改革以建構更關愛的學與教環境，均具重要啟示。

Abstract

The main purpose of this article is to suggest what the content of future education should be based upon today’s trends of social change. The article is divided into three parts. First, two studies are used as examples to demonstrate that society and culture provide the content from which people develop their epistemologies, and also influence the content of every person’s thinking and cognition. Second, in view of globalization, localization and informational expansion as the three unfolding and interactive trends in society today, this article explores how these trends impact the learning process and emphasizes how they should be reflected in the content of education. Last, responding to the above social trends, I present my expectation of educational content from early childhood to university education levels, suggesting five areas that are in need of enhancement: multi-disciplinary knowledge, subject-by-subject literacy, character development within a value system, encouragement of life-long learning, and concentration on familial-religions ethics.

Keywords: social change; globalization; localization; informational expansion; curriculum

摘要

本文主要目的在闡述現今社會的變遷及其對未來教育內涵的啟示。本文分三部分論述，首先以兩個研究為例，說明社會與文化不僅提供了人們知識發展的內涵，同時也影響每個人的思想與認知。第二部分提出當今社會發展三大趨勢──全球化、在地化和資訊化，每一趨勢所形成之社會特性及對教育內涵所可能產生之影響。最後，根據前文之分析提出未來各級教育之課程內涵應加強或重視的五個重點：科際整合性知能、各學科之素養、品格與價值觀教育、終生學習之知能，以及宗教與倫理教育。