Abstract

We are accustomed to thinking of the many changes which are needed in the schools for today and tomorrow. Changes in technology, in organisation, in community links, in teaching and assessment: all are under way. There can be no doubt about the need for such changes as social upheaval and technological innovation bring a revolution to our lives, a revolution which no one has planned or intended. Yet the most crucial response to change will be personal in character; the nature of the way people relate to each other in the organisation of schools and particularly the nature of the way that leadership is prepared for, exercised and improved. The paper makes a case for the "professionalism of leadership" in such circumstances and explores the implications.

摘要

我們的學校已習慣了面對種種轉變；科技、組織、社區連繫、教學與評鑑，全部在變。社會變遷、科技創新，帶來了一場沒人計劃的自發革命，使我們無法不應變。但是變革的關鍵卻是個人性的，如何變繫於學校內的人事合作，特別是如何培訓、執行及改善學校領導。本文提議學校應邁向「領導專業主義」以適應新時代及討論這種轉變會帶來甚麼影響。

摘要

寫字教學是小學中國語文基礎訓練的一個重要環節，其中包括「認識漢字筆畫」。本文嘗試從（1）筆畫形狀的名稱及（2）辦認筆畫等兩個方面，探討本港高小學生對漢字筆畫認識的情況，研究結果可供教師參考。

Abstract

This papre aims at investigating the recognition of "bi-hua" (strokes) in Chinese characters by upper primary students, in order to find out some patterns and the students' weakness in writing Chinese characters.

摘要

教統會《第四號報告書》（1990）提到影響學生從共同課程獲益的問題是共同課程所提供的獨立科目眾多，範圍廣泛，以致十分鬆散，而形成硬性將課程劃分的現象（頁10）。報告書提議的解決方法是把三個本來獨立教學的科目；健康教育科、社會科及科學科綜合為常識科。但是，這個把小學科學科歸入常識科的嘗試，面對不少困難，尤其當教師在任教與科學有關的課題時。本研究旨在探討近三百名小學教師在任教常識科中與科學有關課題時遇到的困難，利用問卷調查教師的科學知識、科學教學資源、教學預備工作和授課情況，以平均數及單向變異數分析的統計方法比較不同背景的教師所遇到的困難。結果顯示四大問題的存在；教師學科知識不足、支援科學教學資源缺乏、教師科學教學經驗不足和處理學生學習科學方面的困難。這些問題不但影響香港小學常識科教與學的質素，更會影響香港小學生的科學素養（scientific literacy）及阻礙他們發展思考的能力。以上各點均不利於學生面對二十一世紀高科技的生活。

Abstract

It was pin-pointed in the Hong Kong Education Commission Report No. 4 (1990) that the problems affecting students who can benefit from the common core curriculum is the wide range of discrete subjects offered, and this results in fragmentation and compartmentalization of the curriculum (p.13). The suggestion to resolve the problem was the integration of the three formerly separately taught subjects, Primary Science, Health Education and Social Studies into a new core subject, General Studies. However, the attempt to integrate Primary Science into the General Studies Curriculum encountered quite a number of difficulties and problems, especially in the teaching of science-related topics. This study aims to identify teachers' problems in teaching science topics in General Studies. More than 300 primary school teachers participated in a survey. Items in the questionnaire concerned with teachers' perceived problems on subject knowledge, science teaching resources, lesson preparation and teaching in class. The statistical analysis included mean calculation and ANOVA to compare responses from teachers who vaied in their own experience of science and science education. The findings drew our attention to the four broad issues concerning teachers' problems in teaching science: teachers' insufficient subject knowledge in science; the lack of science teaching resources and teaching aids to support primary science teaching; inadequate experience in conducting class activities and science experiments; and the difficulties in hadnling pupils' leaerning of science. With the view that young children should begin to develop scientific literacy in the primary school years, teachers' problem in teaching science would not only influence the quality of teaching and leaerning of General Studies, it would also affect the scientific literacy of Hong Kong primary school pupils and hinder the development of pupils' thinking. All in all this would have negative impact in preparing pupils to face the scientific and technological way of living in the 21st century.

摘要

教科書的研究是課程研究中一個待開發的領域。因應目前小學數學課程改革的需要，本文從多方面分析了中、英、港小學數學教科書的特點。文章對教科書使用背景、數學內容組織和教科書所寓含的教學方法進行了討論。研究發現，中國和英國的小學數學教科書存在著許多不同的特點。作者也探索了三地數學教育思想，發現中、英、港小學數學教科書編者在數學觀和數學教育的理念上均有很大的不同。

Abstract

Studying textbooks is one of the ways to study curriculum. Responding to the emerging need for mathematics curriculum reform in primary schools, this paper aims to provide a framework of multiple perspectives to analyze and understand the characteristics of mathematics textbooks in China, UK and Hong Kong. Three perspectives including background, mathematics content organization and teaching methods are discussed. This study shows that there are many differences between textbooks in China and UK. The author explores the ideas of mathematics education in the three places and finds that there are marked differences in concepts on mathematics and mathematics education.

摘要

小學課程雖分科，但是科目與科目之間其實可以綜合設計，達到學習多元化。一般中文科的教學，側重寫作技巧；而常識科教學，側重豐富的內容。如果透過內容，帶引學生學習語文，可達到一箭雙鵰之效果。

我們就小學知識的綜合學習言概念，作了試驗性的設計。這設計取材自小四兩個常識的學習單元：「空氣」、「食物和營養」。我們以迷宮、謎語、畫鬼腳和填色遊戲為習作，內容環繞教學單元。習作的多檥化，佬學生在學習內容之餘，既可鍛鍊中文寫作，亦可提高學習興趣。各位老師，你們也作過一些異曲同工的嘗試嗎？歡迎你們與大家分享這些經驗。以下附有八個遊戲式練習示例和三個自製迷宮和謎語的習作，讓老師試一試自己設計多元習作的滋味。