Abstract

This paper is a slightly expanded version of the keynote speech given at the conference on 'Facing Up to Challenges in Primary Education', held at the Chinese University of Hong Kong Faculty of Education on April 8, 1993. In response to Education Commission Report No. 5, it seeks to identify some of the important decisions which need to be made in relation to planning the development of the Primary sector of schooling. It argues that a democratic society demands a system of education which goes beyond the provision of vocational training and even the transmission of culture and seeks to support the full personal development and thus the empowerment of all its citizens; and that the planning of such a system, if it is to be effective, requires a sound theoretical base of a kind which can only be provided through the expertise of professional educators. It then seeks to demonstrate that recent developments in our understanding of children's thinking, especially in the early years, reinforces the case for the provision of a development curriculum in the Primary school and necessitates a complete reconceptualisation of education at that stage. Finally, it identifies the implications of this concept of Primary education for the preparation of teachers and for the notion of the graduate Primary teacher.

摘要

本研究抽樣調查了香港190間小學，嘗試從學校組織特性、教師群體層面、個人層面及學生表現等多層面，研究校長領導與學校表現的關係。

研究顯示人際、結構、政治、象徵及教育等方面的領導度向強烈相關；本研究以它們的組合作為領導強度的量度。強領導表示支持及鼓勵教師的參予性，發展明確的目標及政策，鼓勵承擔責任，推動團結合作及化解矛盾，啟發創意及激勵忠誠，並鼓勵教師專業發展及教學改進。結果顯示，強領導與高組織效能、強組織文化、積極之校長教師關係、高決策參予、高教師士氣及專業取向、低教師離心及阻礙、高工作滿足感及責任承擔，及學生對學校及學習的積極態度，均有正面的關係。

研究結果顯示校長領導是學校多層面表現的關鍵因素。

Abstract

Classic stories and fairy tales have a universal appeal to children. However, the utilization of stories as an effective medium for teaching and therapeutic communication has not been fully appreciated by teachers and child therapists. As a didactic teaching device, apart from the function of cautionary tales, stories provide for children a familiar context through which language items such as vocabulary can be acquired and linguistic features reinforced through repetition. The well-known "Little Red Riding Hood" is used to illustrate an instance where the communicative approach in English language teaching can be operationalized. As a therapeutic metaphor, stories activate a child's specific but latent abilities and resources by generating positive attitudes in overcoming disappointments and frustrations as well as suggesting creative options for coping with problems in development. Andersen's "The Ugly Duckling" is shown as an example of how therapeutic communication for self-esteem enhancement can be achieved.

摘要

現時，歐美的家長參與計劃大多是向「校外」發展，以延伸學校與課室的教學環境，推動家長在家中直接參與其子女的學習，並已收到一定的效果。但是香港政府的政策卻像是向「校內」發展，要家長到學校參與決策，在有關人士對家長參與的認識及關注的程度不足的情況下，可能會引起一定程度的抗拒，此研究希望能夠引起有關人士的關注，引發更多討論。

本研究以家長在學校「內」「外」參與的四個範疇為「經」，並以態度的三個組成部份：情感、認知和行為為「緯」，去研究香港小學教師對「家長參與學校教育工作」的「態度」。我們以問卷形式，調查了20間小學的399位教師。

研究結果顯示：香港小學教師對「家長參與學校教育工作」的「態度」，在整體而言，有比較正面的傾向。但如將家長參與分成「校外參與」及「校內參與」兩大範疇，則可以明確地見到教師較歡迎家長在「校外參與」，即「參與個別學生的教育」和「有組織地支援學校」；而教師的態度明顯地對家長在「校內參與」有所保留，對家長參與課室教學和行政決策更有一定程度的抗拒。至於教師的個人因素和環境因素方面，教師的個人因素：自我教育效能感（self-efficacy），與對家長參與有較正面的態度有高相關。

Abstract

This report has been written from an Australian point of view specifically for education colleagues in Hong Kong. It commences by quoting Australian writers on the topic who distinguish between the terms parent involvement (that is, parents helping the school) and parent participation (that is, parents taking part in the governance of the school). There follows reference to the historical developments of the last seventeenth years in the author's home state of Victoria, particularly with regard to the powers of an individual state school in establishing its own School Council with parent membership and powers over its school curriculum policy.