摘要

自從課程發展議會（2000）把用普通話教授中國語文科（普教中）定為長遠目標後，越來越多學校以不同的形式作「普教中」的嘗試，「普教中」在香港似乎是勢在必行。本文嘗試全面檢視關於「普教中」的討論和研究，結合香港及台灣地區的語言政策發展歷史，探討「普教中」這個課題的本質。目的是找出目前關於「普教中」的討論的不足之處，並建議進一步討論和研究的方向。

關鍵詞：普教中；教學語言；語言文化

Abstract

Since the Curriculum Development Council (CDC) (2000) confirmed that using Putonghua as the medium of instruction to teach the Chinese Language (PMI) would be a long-term goal, more and more local schools have attempted to practise PMI in different forms. It seems inevitable that PMI would be implemented in Hong Kong. Through a comprehensive review of the research on and the controversies over PMI, and the historical development of language policies in Hong Kong and Taiwan, this article scrutinizes the nature of the issue and aims to show the inadequacy of the current discourse. Directions for further inquiry into PMI are suggested.

摘要

學生朝會這個看似習以為常的學校例行活動，到底隱含什麼結構特性和如何約制教師的行動？教師是否有因應的行動策略應付這些約制？學生如何在朝會中被教師和行政人員規訓？本文首先對學生朝會的意義和功能作初步探討，再以Anthony Giddens倡論的結構化理論中時間、空間、資源和規則四個結構層面作分析架構，分析教師所受到的結構約制及其可能發展的因應行動策略。並以Michel Foucault提出的規訓概念，探究教師和行政人員透過增強策略強化學生規訓行為。研究結果發現行政人員、教師與學生之間形成一種「支配－服從」的關係。教師本身的反思性對於結構約制的突破非常有限，發展出來的行動因應策略大抵傾向消極因應。要改變學生朝會的形式，可透過教師會匯集意見，凝聚共識，對結構約制的困境才有轉化的可能。

關鍵詞：結構／行動；例行活動；規訓

Abstract

What are the structural characteristics of the daily school assembly and does the routine of school assembly constrain teachers’ actions? Do teachers have the necessary strategies to cope with such constraints? How are students disciplined by teachers and administrators through the assembly? This study explores the relationship between structural constraints and individual enabling strategies involved in the daily school assembly routine. First, the research investigates the meaning and function of school assembly. Second, based on Anthony Giddens’ theories of structural analysis, and the four structural dimensions of time, space, resources and rules, it examines how the school assembly imposes structural constraints on teachers and teachers’ potential strategies for action. Using the discipline concepts suggested by Michel Foucault, the article explores how teachers and administrators discipline students through strengthening various strategies. Results show that teachers, administrators and students form a kind of “manipulate–obey” relationship. Teachers have a limited ability to reflect on how to break through structural constraints, so consequent action and strategies tend to be pessimistic in nature. To change the form of school assembly and break through the dilemma of structural constraints, integrating the opinions of teachers and developing among them a consensus would be necessary.

摘要

國家認同在臺灣一直是極具爭議的議題，也是臺灣社會政治紛擾、族群對立的最主要根源。影響所及，臺灣中小學階段的國家認同教育也不斷地擺盪，始終在不同的政治意識型態的角力中尋找方向與定位。本文首先簡介臺灣國家認同議題的歷史脈絡；其次以社會科課程為範圍，檢視中小學課程的認同意識型態，並採用質性的內容分析，檢視解嚴後的1990年代以來，臺灣中小學課程與教科書中國家認同意識的矛盾與掙扎。再依據相關實證研究的比較分析，探究臺灣中小學學生的國家認同感與教師對國家認同教育困境的觀點。最後，作者提出對臺灣中小學國家認同教育擺盪與挑戰的省思。

關鍵詞：國家認同；社會學習領域

Abstract

National identity has been a very controversial issue in Taiwan society. It is also the main cause of socio-political and ethnic conflicts. In this regard, education for national identity at the elementary and secondary school levels has been swinging all the time, struggling in search of a positioning and direction among diverse forces of political ideologies. This article will first introduce the origin and historical context of the national identity issue in Taiwan. Then, the contradictory ideologies of national identity underlying Taiwan’s social studies curriculum and textbooks since the 1990s will be critically examined. Next, drawing from the findings of empirical research, teachers’ perspectives concerning the struggle and challenge of teaching national identity in their classrooms will be analyzed. Finally, the author will reflect upon the swing and challenge of educating for national identity in Taiwan’s elementary and secondary schools.

摘要

本研究以中國大陸的新課程改革為背景，借助頻度分析與文本分析兩種方法，探討人民教育出版社在課程改革前後出版的兩套小學社會科教科書所蘊涵的公民意識的變化。結果表明，在數量比例和內容構成上，公民意識教育在兩版教科書中均發生十分明顯的變化：較之舊版教科書，新版教科書中公民意識的比例從28%增加到52.5%；舊版教科書公民意識內容主要集中在國家認同層面，新版教科書公民意識涵蓋了自由、權利、責任、積極參與等多個層面。唯新版教科書對公民意識的闡釋與分析尚需進一步挖掘與深化，才能較全面體現出公民資格的完整內涵。

關鍵詞：公民意識；公民教育；社會科

Abstract

Using the methods of frequency analysis and textbook analysis, this study compares the changes to citizenship education delivered by two sets of social studies textbooks published before and after the New Curriculum Reform in Mainland China by the People’s Education Press. Results indicate that some salient changes took place both in the relative proportion and content composition of citizenship education. Specifically, the content involving citizenship education increased from 28% to 52.5% in the new textbooks. In the old textbooks, citizenship education focused mainly at the level of national identity, but in the new textbooks, citizenship education expanded to cover aspects like freedom, rights, responsibilities and active engagement. However, in the new textbooks, the interpretation and analysis of the nature of citizenship would need to be treated in much greater depth before a more comprehensive understanding of what it means to be a citizen can be manifested.

摘要

本研究以澳門回歸後歷年的施政報告為研究起點，結合行政和民間機構公民教育相關活動的紀錄以及學術界的研究現狀，梳理出回歸後公民教育的內涵和發展路向。研究目的如下：（1）探討不同歷史脈絡下的公民教育論述及其特徵；（2）檢視多樣化的公民教育（尤其是國民教育）的適切性，從而釐清公民教育的使命之演變，進而探索本澳公民教育的定位、意義與價值，給澳門及其他地方發展適性的本土公民教育提供參考。研究結果顯示：（1）面對政治回歸的現實及賭權開放引發的社會問題，公民教育被定性為政府重要的施政範疇；（2）公民教育話語呈流動的狀態，且成為回應社會問題的「靈丹妙藥」；（3）多樣化的公民教育話語遍及社會各階層，其宣示的內容重點不一；（4）公民教育面臨本土／國家身分認同和全球化引致身分模糊的挑戰。

關鍵詞：公民教育；澳門；政策分析

Abstract

This research stems from the Chief Executive’s Annual Addresses of the Special Administrative Region of Macao since 1999. It is an attempt to examine the content and orientation of civic education in Macao in the Post-1999 era through an analysis of the current practices of civic education offered by different government organizations and the private sector. The research objectives are as follows: (1) to explore the discourses of civic education in different historical contexts; (2) to examine the appropriateness of multidimensional forms of civic education (in particular, national education) and explore the positioning, meaning and value of civic education for future betterment and development of Macao. The research findings showed that: (1) civic education was positioned as one of the important policies advocated by the local government in response to various kinds of social issues following the return of sovereignty to China and problems arising from the opening-up of gaming licenses; (2) the discourse of civic education had been fluid and had developed to become the “panacea” to all social problems; (3) there were multidimensional forms of civic education found at different levels of society with diversified content and different focal points; (4) there was blurring of citizenship identity issues and challenges arising from the local/state relationship and globalization.

Abstract

By restoring the memories of collective struggles over the colonial government education and by analyzing the curriculum of the patriotic schools, I aim to demonstrate the power of school itself in reconstructing an alternative curriculum in an apolitical and de-nationalistic Hong Kong. The education system is constantly struggling over the meaning of its goals, its contents, its operations and its assessments. As Lau Siu-kai suggested in the 1980s, Hong Kong appeared as a minimally-integrated social-political system, where utilitarianistic familism and apolitical attitude were prevailed. Through this cross-disciplinary research, we have witnessed the formation and consolidation of an anti-hegemonic nationalistic curriculum appeared in local patriotic schools during the period of 1946–1984.

Keywords: alternative nationalistic curriculum; counter-hegemony; power of school

摘要

本文嘗試透過愛國學校的歷史了解教育與權力兩者的關係。從了解愛國學校在殖民時期的校本課程，證明學校並非完全依附於強霸及統治階級；而教育也不一定是完全被動的工具。教育的目的、內容、操作和評估其實一直都不斷轉變，被挑戰和重整。劉兆佳在1980年代曾形容香港為一個充斥著「功利家庭主義」及「漠視政治」的「低度整合的社會」，當時的愛國學校卻推行著一種反建制的愛國教育。本文嘗試透過這群本土愛國人士的教育實踐（1946–1984），了解學校在霸權文化及精英主義下的自主力。

摘要

本文揭示香港的公民教育老師對國民／民族教育多抱有多元的理解。此種理解由「普世性」、「公民」和「文化」民族主義教育構成；大部分老師都不認同「反殖」和「極權」民族主義教育。傾向普世性和公民民族主義教育的老師常採用能反映自由價值的教學策略，亦傾向強調培養「批判性愛國者」的知性目標。而傾向極權民族主義教育的老師常採用跡近灌輸的教學方法，往往因而制約學生的批判思維。傾向文化民族主義教育的老師則常運用不同混合程度的情感和認知教學方法，較難預測其國民教育傾向認知還是情感的使命。本文建議國際城市如香港，宜採用混合普世性、公民和文化民族主義教育的多元理解，加上混合批判思維、議題探究、公民參與和情感取向的教學策略，作為發展自由、包容的國民教育的基礎。

關鍵詞：國民教育；公民教育；民族主義

Abstract

This paper reveals that civic education teachers in Hong Kong have an eclectic understanding of national education, which comprises education for “cosmopolitan”, “civic” and “cultural” nationalism. Most teachers do not identify with “anti-colonial” or “totalitarian” approaches to national education. Teachers leaning towards cosmopolitan and civic nationalism usually adopt teaching strategies that reflect liberal values and are more inclined to emphasize the cultivation of “critical patriots” as their aim. However, teachers more inclined towards education for totalitarian nationalism usually adopt doctrinaire teaching approaches which often suppress critical thinking. Teachers more inclined towards educating for cultural nationalism usually adopt a diverse mix of affective and cognitive approaches, making it sometimes difficult to predict whether national education is fulfilling a cognitive or affection mission. It is recommended that for a cosmopolitan city like Hong Kong, an eclectic understanding of education for cosmopolitan, civic and cultural nationalism, coupled with a mix of a critical thinking approach, issue-based approach, civic participatory approach and affective approach, should be considered as the foundation for the development of a liberal national education.

摘要

本文是一項質化研究成果之一，旨在從三方面探討香港內地跨境及新來港學生的文化及公民身分認同：（一）對香港社會的觀感，（二）對「香港人」或「中國人」的身分認同，和（三）希望將來生活居住的地方等。資料來自六所香港小學；研究方法包括：學生、老師、校長和家長訪談，課堂內外伴隨觀察，圖象辨識（內地及香港著名政治人物及地標名稱）及書寫短文「我的國家」等。本文主要報告學生訪談的研究成果。研究發現兩組學生對香港社會普遍持正面觀感，但對社會整體政治、民生民情認識極為有限。在文化及公民身分認同上，跨境學生比新來港學生更是處於過渡和摸索的階段，介乎於香港人和中國人之間。因此，他們對期望未來定居的地方也較新來港學生不肯定，而礙於地理環境阻隔，對香港社會的歸屬感也不強。反之，新來港學生雖然對自己是中國人的意識比較強，卻較為肯定指出喜歡在香港定居。

關鍵詞：內地跨境學生；新來港學生；文化及公民身分

Abstract

This article is a qualitative research output. It aims to investigate the cultural and civic identity of cross-boundary students (CBS) and newly-arrived students (NAS) from Mainland China from three aspects: (1) their views of Hong Kong society, (2) views of their “Hong Kong” and “Chinese” identity, and (3) their desired place of future residence. Data were collected from six primary schools in Hong Kong. Research methods included: in-depth interviews with the two target student groups, their teachers, principals and parents; student tracking; picture recognition (of famous political figures or places in Mainland China and Hong Kong) and a short essay on “My Country”. This article mainly reports on the findings of student interviews. The research found that although both student groups had a positive view of Hong Kong in general, they had a very limited understanding of the political and socio-cultural aspects of Hong Kong society. Regarding their cultural and civic identity, the CBS, compared to the NAS, were found to be at a more transitional and exploratory stage and more uncertain as to whether they were “Hong Kongers” or “Chinese”. They were also less certain about choosing Hong Kong as their desired place of future residence than the NAS. In contrast, although more NAS identified themselves as Chinese, they were more certain about choosing Hong Kong as the desired place of future residence than the CBS.

摘要

中學生義工活動在一些發達國家和港澳地區的開展已經形成一套頗為成熟的程式。隨著我國社會經濟發展水平的提高和志願者活動的開展，越來越多中學生群體參與義工服務，但整體仍處於起步和探索的階段。本文以中山大學附屬中學三年來義工活動開展的情況為範本，通過調查與義工活動實踐，從中學生自身態度、社會氛圍、策劃操作等方面總結內地中學生義工活動開展遇到的障礙、困擾以及解決的途徑。

關鍵詞：中學生；義工；實踐；探索

Abstract

High school student volunteer activities have become a fairly mature tradition in Hong Kong, Macao, and many developed countries in the world. With the advancement of China’s socio-economic development and the introduction of volunteer activity programs, more and more high school students are participating in community service and volunteer work, although overall such development is still at an initial and exploratory stage. Using the volunteer activities carried out by high school students affiliated to Sun Yat-Sen University, Guangzhou, in the past three years as a case study, this paper summarizes the obstacles and difficulties of implementing high school student volunteer programmes in the Mainland from the perspectives of student attitudes, social environment, planning, and operation. Solutions to the obstacles will also be discussed.