摘要

本文準備探討兩個相關的問題。第一，對教師來說，哪些教育改革的特色和改革策略出現問題？第二，學校採用了哪些有效的改革措施？本文中的分析源於我們正在進行的一項研究。這項研究旨在評估香港目標為本課程的效果。推行改革的決策者通常會把改革形容成一個獨立的、凌駕於先前所有的改革之上的新措施，而且必須用一系列全新的步驟及教學策略，才可以把方案落實。他們視改革政策為一完成及完善的產品，而把推行改革的失敗歸咎於學校及教師。但學校及教師的反應則並非如此。我們的研究顯示，教師和學校是憑著已有的經驗和認識來詮釋和對待改革的。他們似乎以一種類似於社會建構主義描繪的人類學習的方式在學習。

Abstract

Our goal in this paper is to address two interrelated questions. Firstly, what features of educational reforms and the strategies used to promote them are perceived as problematic by school personnel? Secondly, what practices did schools introduce which facilitated school improvement? Our analysis draws on a study we are currently conducting which is designed to examine the impact of the Target Oriented Curriculum in Hang Kong primary schools. Policy makers tend to portray reforms as singular entities which take precedence over earlier reforms and require a series of rational steps to move from precept to practice. They tend to regard the reform as a product perfect and final in itself and blame the non-implementation on teachers. Schools and teachers, on the other hand, adopt very different perspectives and their concerns usually do not overlap with those of policy makers. The pattern that emerged from our study indicated that teachers interpreted reforms in terms of their prior experiences and understandings and learnt in ways consistent with those described by social constructivists of human learning.

摘要

香港婦女的就業率和離婚個案不斷攀升。這個現象說明了婦女逐漸走向社會，父母親的形象也逐漸改變。

本研究是探討小學中文科課本中的父母親的形象地位和家庭事務的參與和支配力量。研究對象為四套現行小學中文科課本。研究方法是分析課文和插圖所反映的父母親的角色特徵。

研究結果顯示現行課本仍然描述和提倡傳統的「男主外，女主內」的特徵。這個結果，可讓我們重新思考對兒童所灌輸的父母親的形象地位。

Abstract

The employment rate of Hong Kong women and the divorce cases surged up continuously. This phenomenon indicated that women gradually stepped in the society and the image of the parent has been changed accordingly.

This research was to study the image and status of the parent, the participation and support of family affairs that appeared in the Chinese language textbooks at primary schools. The research target lied on four sets of Chinese language textbooks in use. The research method was to analyse the contents and pictures which reflected the characteristics of parental role.

The research result indicated that a traditional image of "Men work outside and women stay in" is still widely described and advocated in the present textbooks. This result enables us to reconsider the parental role instilled into the children.

摘要

「公共關係」在企業管理早已扮演著舉足輕重的角色，這是無可置疑的。然而，它在學校行政上並不受到太大的重視。推究其原因，一方面是香港的官立及資助小學的管理階層認為推動「公共關係」對增加學生來源及經費的獲得無甚幫助，故學校無須運用公共關係爭取學生及資源，另一方面是學校教育行政人員對公共關係的認識不足，造成推展工作的困難。

本文以問卷方式成功地調查了54位香港資助小學校長，以瞭解他們對學校「對外公共關係」的認知情況；香港資助小學推展「對外公共關係」實際情況；及學校推展「對外公共關係」所遭遇的五大困難。

本研究的結果希望能作為日後學校推展公共關係時的參考。

Abstract

There is no doubt that public relations plays a very important role in enterprise management. But in school management not much attention has been given to this issue. One of the reasons is that the promotion of public relations does not bring prominent effect to enrolment of pupils owing to the fact that the tentative class structure set by Education Department limits the number of classes and the distribution of resources in the school. The other reason is the lack of genuine recognition of the power of public relations by school administrators.

This paper is a report on an investigation based on questionnaires answered by 54 Heads of aided schools about their promotion activities on external relations, their knowledge of it, and the difficulties they meet in developing it.

In conclusion, the author attempts to make suggestions to the school management on developing external relations in schools in Hong Kong.

摘要

本文研究一所小學四、六年級低成績學生的學業成績歸因及其與抑鬱的關係。在成績歸因方面，較年長者傾向將考試成績歸因於內源、可控制、穩定和廣泛的因素；此外，本研究亦發現樣本學生中有抑鬱癥狀的佔46%，情況相當嚴重，而有抑鬱癥狀的學生會將學業成績差歸因於能力，而能力是內源、穩定、不可控制和影響廣泛的因素。與男孩比較，女孩的抑鬱程度較高，亦傾向將成績差歸因於能力，尤其是高年級的女學生，反映她們所受的壓力也較大。正如Lane（1996）指出，教育界一向以來都忽視年輕人抑鬱的嚴重性，關注學生抑鬱情況，已不應只是醫生的工作，作為教師亦應肩負部分的責任。

Abstract

This study examines the low academic achievers' attribution and its relationship with depression. The sample came from the P.4 and P.6 pupils of a primary school. It was found that the P.6 pupils attributed their academic achievement to internal ,controllable and global factors. Among the sample pupils, 46% who found to be depressed attributed their academic failure to ability that is internal, stable, uncontrollable and global. This condition was especially serious in the P.6 girls. This indicated that these girls suffered greater pressure. As Lane (1996) pointed out that the depressed youngsters have long been neglected by the educationists, the writer claims that teachers should always concern themselves with these depressed young people.

摘要

課程綱要是學校教育的主要藍圖。本文採用內容分析的方法，將一九九零年香港課程發展議會所編訂的《小學中國語文科課程綱要》，一九九三年台灣教育部編訂的《國民小學國語課程標準》以及一九九二年中國國家教育委員會基礎教育司編訂的《義務教育全日制小學語文教學大綱》（試用）等三份課程文件，依教學目標、教學機會（教材）的選取、教學時間和教學空間等課程要素，對香港和海峽兩岸三地的小學語文科課程作較為全面的比較分析，從中發掘香港課程綱要內所潛藏的問題以及探討海峽岸在小學語文課程編製方面值得本港參考和借鑑的地方。

Abstract

A syllabus is the blueprint of school education. In this paper, the author attempts to analyze the contents of three curriculum documents, respectively the Chinese Language Syllabus for Primary Schools written in 1990 by the Curriculum Development Council, the Standard for Chinese Language Program in National Primary Schools published in 1993 by the Education Department of Taiwan, and the Chinese Language Curriculum for Obligatory Full-day Primary Schools being tried out since its publication in 1992 by the Fundamental Education Division, the Education Committee of the PRC government. In order to achieve a comprehensive comparative analysis of the primary Chinese Language Syllabuses from the three places, viz. Chinese Mainland, Hong Kong and Taiwan, a detailed description is discussed with respect to target of teaching, choice of pedagogical tools (teaching material), organization of the chosen pedagogical tools (teaching material), suggestions for the methodology of teaching, suggestions for assessment of students' learning, duration and capacity of teaching, etc. The result of the analysis is hoped to shed light on the hidden problems of the Hong Kong Syllabus and to see if we can benefit from our neighbouring places' efforts on curriculum planning.

Abstract

Task-based teaching is now being carried out in Primary One classes in the majority of Hong Kong primary schools by means of the Target Oriented Curriculum initiative. This paper sought to investigate the difficulties that a cohort of English teachers, participants in a HKIEd inservice course, anticipated and experienced when carrying out task-based teaching in their schools. The research method involved distributing parallel questionnaires before and after the subjects carried out task-based teaching and then comparing the teachers'perceptions of anticipated and actual difficulties. The main conclusion, tentatively positive for proponents of TOC, was that the difficulties perceived by the teachers before they did the task-based teaching were greater than those that they actually experienced in the classroom.

摘要

隨著目標為本課程的推行，課業為本教學目前正在香港大多數小學一年級課堂中實施。本文作者通過比較教師在實施課業為本教學前後填寫的兩份調查問卷，試圖找出英語課業為本教學實施中存在的問題，以及教師的設想與教學實踐之間的差距。研究結果表明：在課業為本教學的實施中，教師所遇到的實際困難並沒有他們預先所設想的那麼多。這一調查結果對實施中的目標為本課程有積極的推動作用。

Abstract

For pedagogical and pragmatic reasons, there is currently a popular tendency to demand relevance of school mathematics learning to daily life applications. When this was taken to the extreme, there would be a danger of simplistically equating school mathematics learning to acquiring methods to solve mathematical problems in daily life contexts. While practical problems are by and large solved with given contextual cues, constraints and compromise, mathematics, as a theoretical discipline, has a different focus than solving problems immediately at hand. It is in the first place a theoretical pursuit, an abstract study of quantitative and spatial relationships. Exactly because of this consideration of real-world problems at a higher abstract level, mathematics thereby gains its wider utility. Furthermore, recent research in educational psychology has shown that students come to solve equivalent mathematical problems in practical situations and in mathematics classrooms differently in terms of understanding as well as the choice of strategies. It seems that students tend to treat school mathematics problems as intrinsically hypothetical or artificial. The current local curriculum innovation, the Target-Oriented Curriculum (TOC), in advocating indiscriminate use of contextual mathematical tasks for mathematics learning, may have overlooked the special nature of mathematics and therefore the necessary distinction between mathematics as a theoretical discipline and mathematics as used in practical situations. This article argues that the issue of using problems in daily life contexts in teaching mathematics has to be considered not only in the light of motivational and pragmatic issues, but should also be examined in terms of the nature of mathematics itself and the desirable level of abstract thought towards which students are to be cultivated.