摘要

近年來，台灣的師資培育歷經熱烈的討論以後，已擬訂了新的制度和架構。目前台灣的師資培育已由一元邁向多元，並呈現下列特色：由單一的師範院校培養走向由所有大學院校共同負責；由公費培養走向公自費並行；由培養和任用合一走向嚴格篩選及評估資格與能力後再加以任用的方式。

師資培育的這些改革旨在追求「開放」與「卓越」兩大目標。開放的含義是鬆綁、多元和參與；而卓越的含義是事業、自主和增權。開放與卓越成為當前師資培育的發展方向，無論是制度設計、課程發展、教學實施和實習措施等，都以此為指標。

本文分成三部分：首先分析師資培育改革的背景，其次探討師資培育制度改革的內涵及其問題；最後闡述師資培育的發展方向。

Abstract

Recently, teacher education in Taiwan has undergone a significant reform after stages of heated debates and discussions. With the pendulum of reform swinging from closedness to openness, the recent teacher education reform has manifested the following features: from single type of provider of initial teacher training offered exclusively by teachers colleges and universities to multitypes of providers of initial teacher training provided by all types of colleges and universities; from government-supported teacher education to the dual system of government-supported and self-supported teacher education; from a design of combination of initial teacher training and subsequent obligatory teacher position appointment to teacher position appointment by careful screening and assessment of teacher qualifications and teaching competencies.

The above aspects of teacher education reform have aimed to pursue the dual ideals of liberalisation and excellence. Liberalisation means deregulation, provision of multitypes of providers of initial teacher training, and participation, while excellence means professionalization, autonomy, and empowerment. Liberalisation and excellence are the criteria by which the present new system of teacher education design is judged, including the system design itself, curriculum development, instructional design, and student teaching practice.

This paper is comprised of three parts. First, background of teacher education reform is analyzed. Second, reform of teacher education system and its inherent problems are investigated. Finally, new directions for teacher education for teacher education are delineated.

摘要

處於世紀之交「知識授予型」向「知識創造型」轉換的重要變革時期，中國也同世界各國一樣認識到振興基礎教育的關鍵在於提高教師隊伍素質的重要性。中國基礎教育優秀教師培訓的現狀及其特徵可以概括為十個方面：（一）樹立理想的教師形象；（二）大力宣傳尊師重教；（三）倡導終身教育思想；（四）適應社會發展的需要；（五）重視基礎教育的研究；（六）進行百萬中小學校長崗位的培訓；（七）著力優秀教師骨幹的培訓；（八）提高學歷與素質相配合；（九）加強國際合作；（十）促進師資培訓多樣化。然而，師資培訓正面臨著市場經濟的強烈衝擊、信息時代日新月異的變革以及現行師範教育的生存危機。如何使東方尊師重教的優良傳統，在更高水準上同西方的教師教育的先進思想再次融合及昇華，這對中國面向二十一世紀「基礎教育優秀教師之培訓」來說，應該是值得認真研究的重要課題。

Abstract

The transformation from "knowledge transmitting" to "knowledge creating" in this century experienced an important reformation period. China, like other countries in the world, recognized that the key point in regenerating basic education lies in the improvement of teacher's qualities. The situation and characteristics of highly qualified teacher's training for China's basic education can be summarized into ten points: (1) establish an ideal image of teacher; (2) propagate effectively the idea that teachers are to be respected and education stressed; (3) initiate the ideology of lifelong education; (4) adapt to the development of society; (5) lay emphasis on the study of basic education; (6) implement the training of millions of primary and secondary school headmasters; (7) train especially the mainstay of teachers; (8) promote the integration of record of formal schooling and basic quality; (9) strengthen international cooperation; (10) promote the diversity of teacher's training.

Nevertheless, teacher's training faced strong influence from the market economy, reformation of the volatibility of informational era and the existence crisis of teacher's education. How to integrate the eastern fine tradition of respecting teachers with the progressive idea of western teacher's education at a high level, is a worthwhile subject matter deserved an in-depth study facing China's basic education in the 21st century.

Abstract

In order to establish a basis for redesigning initial teacher preparation, the author examines two instances during his career when he was excited in his work as a teacher educator. He also analyzes external barriers to achieving excitement in teacher education, including not only state and national regulation of teacher education but also the low status of teacher education in the United States. Barriers are also created by three questionable beliefs which are widely accepted among teacher educators, namely, that subject matter and pedagogy are separable, that pedagogical knowledge is critically important in teacher education, and that specialized knowledge is the core of pedagogical knowledge. Eleven principles for redesigning teacher education are proposed as a way both of capturing the essential attributes of exciting teacher education and of addressing the external barriers and the three mistaken beliefs. Also considered are the reform ideas of John Goodlad and the attempt to encourage reform by posing the question of what teacher education is fruitful is yet to be determined; additional experience with reform efforts is needed.

摘要

作者檢視他過往熱心地訓練準教師時的兩個事例，作為改革教師教育的根據。作者分析導致美國的教師教育了無生氣的外在原因，除了州政府和國家頒下的規定外，還有教師社會地位的低微。作者認為教師教育存在三個不正確的想法，即是，內容與教學法是分割的；教學知識至為重要；教學知識的核心為專門知識。這些想法更成為教師教育的障礙。有鑒於此，作者建議了十一項革新教師教育的原則。同時，作者亦提倡 John Goodlad 的改革意見，以及有關教師的應有知識與技能的改革的嘗試。他以為改革能否成功似是言之尚早，因為我們還需更多有關改革的經驗和知識。

Abstract

Recent concern about the quality of education in schools has led both researchers and policy-makers to examine the nature of teacher education and to consider alternative ways in which teachers might be trained. In several countries, there have been moves towards making initial training more school-based, involving practising teachers as mentors, and making the training more practical. This paper examines the arguments for school-based teacher training and for the establishment of a mentoring role. Drawing on research in teacher education, it then considers the ways in which mentors influence student teachers' developing practice, identifies the skills that mentors may need in order to carry out their role and discusses the substantial implications for staff development in schools and higher education. It is argued that research and development initiatives in mentoring have greatly helped in highlighting the complexity of teaching and teacher education, and to draw attention to teachers' professional development needs.

摘要

學校教育的質素近來備受關注。從事有關方面研究的人員及政策制定者開始探討教師教育的本質，並考慮其他可行的訓練方法。有些國家在訓練教師的初階，委派在職教師擔任「導師」（mentors），因而令訓練過程更實事求是、更以學校為本。本文旨在探討實踐校本教師訓練及設立導師制度的論據。從研究教師教育的調查所得, 衡量導師如何協助準教師發展其教學模式；作者也指出導師若要發揮作用，該具備些甚麼才幹，並討論這些問題對在學校和高等學府的人力資源發展有何重要的啟示。本文認為引進導師制度的研究及發展，大大有助於突出教學和教師教育的複雜性；並且引發我們更注意教師專業發展的需要。

Abstract

In spite of widespread discussion and criticisms, the Target Oriented Curriculum (TOC) is destined to be implemented in many Hong Kong primary schools. This paper aims to make an attempt in exploring the multifaceted roles of teachers under this curriculum change. A review into the related papers and documents, the principles of learning under TOC and the ways how this initiative is to work in actual practice will be made. By looking critically into the above aspects, some objective criteria concerning the professional qualities and expertise required of TOC teachers are deduced. Some implications of TOC for teacher education are also addressed.

摘要

儘管本地教育界對「目標為本課程」的推出和執行提出不少疑問與批評，此新課程在小學實施已是勢在必行。本文通過回顧有關文獻，探討「目標為本課程」背後的學習理論原理與重點，並分析課程在實際運作時將面對的問題，旨在釐清教師在此課程改革所肩負的多面角色。引伸出若要成功推行新課程，教師必須擁有有別於傳統教學的某些專業特質，從而帶出當前以「目標為本課程」為焦點的教師培訓應注意的地方。

Abstract

The focus of the present study is on student-teacher development as reflected by their perceived teacher competence. The instrument measures the student-teacher's perception on his/her abilities and skills and has been tested as reliable in the pilot study in June, 1995. The indicators of the instrument are divided into four domains, viz. Classroom, School, Community and Professional. In the pilot study, student teachers are found to be very optimistic about their performance while replicates findings in other studies (Weinstein, 1982). The subjects of the present study are the final year students of the Certificate in Primary Education (Chinese) (2-year Full-time) Course. We aim to capture the difference in their perception before and after their teaching practice in Novemeber, 1995. Findings reveal that student-teachers tend to perceive themselves as more competent before the teaching practice. A strong influence of the personal factor of the student teacher in the perception of competence is shown. Implications for teacher education programmes are identified and the paper concludes with inspirations for further study.

摘要

研究的重點是從自覺教師勝任度反映師範生的成長。較早時進行的領示研究確定了量度工具的信度。量度工具把自覺教學能力分為教室、學校、社會和專業四個範籌。領示研究與其他研究（Weinstein, 1982）不謀而台地顯示出師範生對自我教學表現有著樂觀的評價。研究對象是二年制小學教育證書課程的畢業班同學。研究旨在探討他們的自覺教師勝任度在教學實習前後的改變。師範生一般在教學實習前對自己的勝任度有較高的評價，唯在教學實習後會自覺具較低的教學能力。導師對同學在實習期間的教學能力評估相對地更低。文中更找出了研究結果對教師教育的含意並建議了進一步研究的方向。

Abstract

This paper discusses the state of professional practice in the preparation of physical education teachers. Considered as a marginal subject in the school curriculum, physical education has become a subject that is in danger of being excluded in some European and North American educational systems. In Hong Kong the peripheral status of physical education demonstrates a similar risk and requires a change in the discourse of teacher training to avoid extinction.

This paper will critically examine present sport discourses which have all but replaced the discourse of professional preparation of physical education teachers with a dominant interest in scientism. The paper will suggest that physical education departments have successfully rebuilt their body of knowledge on positivistic science in order to improve the status of physical education as a legitimate academic university course. However, these departments have marginalised professional preparation of physical education teachers in the process. Our paper calls for a rebalancing of the professional preparation of physical education teachers in order that physical education teachers may gain a greater foothold in the curriculum of the primary and secondary school.

摘要

本文討論體育教師在職前訓練的狀況。在歐美教育制度中，體育科在學校課程裏被視為一門邊緣科目，會有被刪除的危機。在香港，體育處於次要地位，也有相似的危機。因此，有必要改變教師訓練之論說，以避免體育科被淘汰。

本文以科學論據探討現時體育教師職前訓練之論說。本文相信有關機構已成功地在正統科學方面重建他們的知識，從而改良體育之地位，成為大學學科課程。可是，這些機構所紿予學員的職業訓練未必能夠獲得理想的教學效果。本文欲引起大家對體育教師之專業訓練重新作出均衡的調整，使體育教師在中小學課程得到更穩固的地位。

Abstract

Government imposition of the new regulations, requiring all courses of initial teacher education in the UK to be school-based, was indebted to the politics of the social market and an obsessive belief that educational theory invariably distorts the training process. Models of school-based training, however, predate the recent ideological intervention of government. It is therefore tempting to distinguish between the political/ideological stance taken by government and the educational stance of the profession in moving towards school-based training. This paper will argue that school-based training can become an ideological trap for the profession, unless it is underpinned by a sound and coherent philosophy of teacher education that relates theory and practice within the context of practice. Only then can it ensure that newly qualified teachers enter their chosen career as confident and competent professionals. The argument of the paper is supported and illustrated by a description of the London Area Based Scheme — a school-based model that was more radical in its use of practising teachers than the various mentoring schemes that were developed in the UK.

摘要

英格蘭和威爾斯的所有師訓機構，均須與學校協作，共同提供校本初始師訓。官方此一新規定，乃源於消費主義及市場導向，並受新右派認為教育理論給師訓幫倒忙的意見所影響。

上述的官方意識形態，掩蓋了以下兩個重要問題。首先，由教學界首倡的校本取向，無論政府是否支持，本身乃一嶄新典範，向傳統以師訓機構為主體、遵從「由理論到實踐」模式的師訓模式，提出挑戰，企圖取而代之。再者，教學界採納此校本新典範，若非基於背後一套堅實的師訓哲學，則亦不過同樣囿於意識形態的偏見而已。

本文持校本取向，質疑「從理論到實踐」模式，進而討論校本師訓的兩種不同模式。新右派所主張的「技藝學徒制」模式，並不符合教育的實際。只有「理論實踐互動」模式，才能夠為校本師訓提共一套真正有效的哲學，超越意識形態的羈絆。作者並以「倫敦地區基地計劃」的經驗為例，具體說明其主張。

Abstract

This study attempted to explore the levels of reflectivity attained by the preservice teachers in their perceptions of reflective teaching, and to investigate whether there were qualitative differences between the "commonsense thinkers" and the more reflective "alert novices" in their contents of reflection. The investigation consisted of a questionnaire study and in-depth interviews. In the questionnaire study, the technical level of reflection was found to be dominant among the preservice teachers, amounting to over 50% of the sampled subjects. The trend appeared to be that there might be a lack of congruence between preservice teachers' conceptions of teaching and learning and their levels of reflection. The interview findings were generally consistent with the questionnaire data which also showed a dominance of technical reflection. In convergence with the questionnaire findings, relatively few preservice teachers had attained the level of critical reflection as revealed in the interview data. These results, all in all, have suggested the necessity for a more critical deliberation upon the definition of reflective teaching and the nature of the content of reflection in teacher education as well as a more refined framework for assessing the level of reflectivity in future empirical studies.

摘要

本文是一個關於反思教學的感知研究，嘗試探討職前教師所達致的反思水平，並檢視「常理思考者」與「警覺新進」兩類職前教師在反思層面方面的分別。本研究採用問卷調查及面談兩個方法。問卷調查顯示，超過五成的職前教師仍處於技術反思水平；他們對教與學的感知與他們的反思水平並不一致。至於面談結果，大致印證了問卷調查的結論，其中技術反思水平的被訪者仍佔多數，只有少數能達致批判反思水平。這些結果顯示我們有必要檢視目前教師教育對反思教學的定義，以及對反思內容本質的理解；同時亦顯示一個更精細的反思水平評估架構對研究的必要性。

Abstract

Even with the belief "Teaching English through English" in mind, teachers in Hong Kong still find it necessary to use their mother tongue to assist in the teaching of English language (L2) because, as they claim, standard of students is low and class discipline is poor. Four pre-service English teacher-trainees were asked to keep journals and do audio-recordings during their 2-month teaching practice period. Each student-teacher chose a particular class at either upper primary or junior secondary levels and kept records for 8 English lessons they taught. The journals kept by the diarists, their classroom discourse and a face-to face interview with the researcher were then analyzed with a view to answer: (1) What were the situations which rendered the use of the L1 necessary for the student-teachers? (2) How did the student-teachers use Cantonese in the English language classrooms? (3) What was the student-teachers' decision-making process regarding the alternation of language codes in the English language classrooms?

摘要

香港的英語教師，縱使對以英語教授英語這原則不作異議，但要貫徹實行，亦恐怕有心無力。事實上，面對學生英語水平低落，課室秩序不佳等種種問題，很多英語教師都感到使用母語來輔助英語教學是必須的。這項研究，以四個接受職前訓練的英語教師為個案。在兩個月的實習期內，每個教師均自由選定他們所教的一班作日誌紀錄，把每課中使用母語的情況記下，並同時把其中八課錄音，之後更與研究員進行一次面對面的傾談。資料整理所得，旨在探究以下問題：

（一）是甚麼情況促使教師在英語課堂內使用母語？（二）教師如何使用母語？（三）教師在決定中、英語交替時，所作的考慮是甚麼？

摘要

去年七月，教育統籌委員會屬下的語文能力工作小組發表報告，建議為語文教師的語文能力訂立標準。本研究即針對這個問題，探討教育專業人員對小學中文科教師中文能力的要求。

本研究採問卷調查方法，分別邀請教育學院學生、小學中文科教師、小學中文科主任、小學校長、輔導視學處督學、教育學院導師，就問卷所擬的63項中文技能，逐一評定它們對一位中文科教師的重要性，從而分析教育專業人員心目中的中文科教師的中文能力結構。研究結果顯示六類人士的看法相當一致，而且相當重視基礎語文能力，與台灣同工的看法頗多相似，反映華人社區對中文教師的中文能力要求大同小異。

Abstract

The report of the Working Group on Language Proficiency under the Education Commission suggested to put forward the criteria of language proficiency for language teachers. This study was to probe into the language proficiency of Chinese language teachers in primary schools required by the educational professionals.

Questionnaire focus on 63 aspects of Chinese language proficiency were distributed to the students and lecturers of Educational Institute, Chinese language teachers, the panel chairperson and pricipals in primary schools and the Advisory Inspectorates respectively. It is to evaluate the importance of Chinese language proficiency to a Chinese language teacher and the overall Chinese language proficiency of a Chinese language teacher desired by the educational professionals. The research results indicated that six groups of people shared the same view and very much emphasized on fundamental Chinese language proficiency which was, to a large extent, similar to the views held by the educational professionals in Taiwan. This phenomenon reflected that the Chinese communities have similar Chinese language proficiency requirements of Chinese language teachers.

摘要

本文敘述一個小學常識科師資培訓課程單元的教學過程及其初步結果。常識科是剛引進小學的課程，它意圖通過適當的教學活動組織，給予學生一個綜合科學、健康教育及社會常識三科的跨學科的學習經驗。

本文作者參與了常識科培訓課程內四個教學單元的其中一個以科學為主的教學工作，他們都相信，在小學進行科學教育，應以培育孩子的尋根問底精神，對大自然的熱愛及自己找尋答案的意願和信心為主，而死記硬背一堆資料及課文並不重要。學習的過程應該是一個「啟蒙」的經驗，而不應是知識的傳輸。本文作者發現進修這單元的學員並未能掌掘科學知識，而對教科學更缺乏自信。要他們能負起這「啟蒙」的任務，必先要從思想上有突破性的轉變。這單元就是以此為目標。

通過參與這單元的學習經驗，學員發覺自己對科學的形象及教師的角色都有了改變，也增強了他們對自己能扮演「促進學習者」的信心。

Abstract

This paper describes the processes employed and experiences gained in teaching a General Studies module to a group of B.Ed. (primary) student-teachers. The authors were involved in the teaching of one General Studies module with a science focus. Both authors believe that for primary school children, the cultivation of an inquisitive mind, a love for nature, a willingness and the confidence to find out answers by themselves would be more important than the memorization of a lot of facts about science. The learning experience should be an "enabling process" instead of a mere transmission of knowledge.

Unfortunately, student-teachers taking this module had neither a sound knowledge base in science nor the confidence to teach this subject. For them to take up this difficult task of instigating an "enabling process" for their future primary students, they first had to be "enabled". Learning experiences for this module were planned with this in mind. Through participation in these learning experiences, student-teachers found that their own image of science as well as their idea of their role as a teacher had changed. They were also more confident in their new role as a facilitator.

摘要

校舍與課外活動的研究，在本港屬於新的研究範疇。校舍的設計，應能為全體的學生提供足夠的場地，舉行他們喜歡的活動。

現今普及教育力求為全體學童提供均等的教育機會和教育的待遇。可是，舊型屋村小學校舍的標準與新型校舍的標準相差太遠了。舊型屋村小學在推行課外活動的時候，往往受到場地不足的影響，以致部分活動在校內無法舉辦。

本文嘗試探討舊型屋村小學校舍的場地限制，及其對課外活動的影響，並找出學校行政人員克服場地制肘的方法，提出改善場地和設施的建議，以滿足學生對活動的需要和達到教育機會均等的目標。

Abstract

Research on school building and extra-curricular activities has been a new field of research in Hong Kong. The design of school buildings should provide various types of spaces necessary and sufficient for the desired educational activities for all students.

At present, general education aims at providing equal opportunities and services for all school children. However, the discrepancies between the standard of old estate schools and new schools are too apparent. Some extra-curricular activities cannot be organised within the school buildings of old estate schools due to inadequate spaces.

This paper aims at studying the defects of inadequate spaces and the influence on extra-curricular activities, trying to find out the solutions used by school administrators in overcoming these difficulties, and suggesting ways to improve the school buildings and facilities in order to satisfy the students' need for activities and achieve the goal of equal educational opportunities.

摘要

本文是對兩個群體意見調查的研究。由於語文教師和家長都有許多機會接觸小學生，本文試從他們對小學生寫作情況的觀察，看看兩者的理解有何異同，從而探討教師的教學策略、課程的安排是否配合和恰當。此外，本文也探討這兩個群體對一種新的寫作教學方法的看法，從而看看他們對小學生寫作的意見。

本文是一個定量研究，主要利用問卷調查法，同時也借助課堂的觀察和個別的訪問作為參考資料。

Abstract

This paper studies views of language teachers and parents on the teaching of writing for primary school students with whom they have frequent contacts. Based on the observation of the above two groups on children's writing, the author intends to find out if there exists any differnce of perceptions between the two, as well as to investigate if teachers' teaching strategy and curricular arrangement for writing is appropiate. In addition, the author also studies the two groups' opinions on a new method of teaching of writing.

This paper is based on quantitative research making use largely of questionaires. Besides, data gained from classroom observation and interviews with pupils have also been consulted in conducting the study.

摘要

本文列舉了中國國內和香港學前數學教學中存在的共同問題，同時分析了這些問題對兒童心理發展帶來的不利影響，並就如何糾正這些問題引進了一套比較系統的學前數學課程；這套課程在國內實驗證明是十分成功的，對於擺脫學前數學教學所面臨的困境會帶來一些啟示。

Abstract

The common problems of preschool mathematics teaching which may be harmful to child development in mainland China and Hong Kong are discussed. A systematic preschool mathematics curriculum which has been carried out successfully in China is also presented. It will provide guidance for future preschool mathematics curriculum planning.

Abstract

For about two decades, there has been a growing awareness that technology should have a position in the school curriculum in order to prepare students for our increasingly technologically-oriented society. In many countries, technology exists either as a separate subject or inegrated with others, at both the primary and secoondary levels. Based on the nature of technology and technological knowledge, and the objectives of technology curricula in England and Wales, Australia and United States of America, five basic objectives of school technology are suggested. The General Studies syllabus for Hong Kong primary schools is then analysed to find out how technology education will be implemented through it.

摘要

近二十年來，很多學者都認為要使學生適應越來越趨科技化的社會，學校課程應包括科技這一範疇。直至現在，很多國家已把科技列入學校課程裡，或是成為一個獨立科目，或是把它融入其他科目中。本文首先探討科技和科技知識的特徵，然後檢視英格蘭和威爾斯，澳洲以及美國學校科技課程的目標，從而提出五個基本的科技教育目標。最後分析本港小學的常識科課程綱要，以探討這一科如何推行科技教育。

摘要

學生的作文能力是中小學各學科中最難科學化測定的內容，控制作文評分的主觀隨意性是「世界性的難題」。

本文在研究小學生作文測驗及高中學生會考、高考作文評分的基礎上，揭示作文測評問題的成因，總結近來中國學者（包括作者自己）對作文測驗方式、命題技術的改進，比較現行的兩種常用評分方法的不同效果，論述釐定評分項目、質量檢驗的技術，並報告作者編製《高中作文分項分等評分量表》的實際進程和質量指標。

Abstract

Students' writing ability is the most difficult part to be tested scientifically among all the subjects of primary or high school education. And how to control the subjectivism in scoring the students' composition is a universal hard-nut-to-crack problem.

Based on the research of controlling the subjective score gap of the compositions in primary school tests, high school graduation examinations and national college entrance examinations, firstly, this paper discloses the cause of composition scoring problems, summarizes the testing methods adopted by Chinese scholars and the improvements of the technique in assigning topics, then contrasts the different effects of the two popular scoring measures, and describes how to categorize the scoring items, how to choose qualified teachers for scoring and how ot control the scoring process. Secondly, this paper brings about the steps of making scale tables for composition scoring, and techniques to check the scoring quality. Finally it reports the practical process and quality indicators advanced in the author's The Scale Tables for High School Students' Composition Scoring With Different Grades According to Separate Scoring Categories.