Abstract

Although research around the world has shown that schoolteachers generally rely rather heavily on the textbook for classroom instruction , the TOC curriculum framework currently implemented in Hong Kong calls for a very different conception of learning materials among teachers. It would hence be worth investigating how teachers use and adapt textbook materials under TOC teaching. This paper is in two parts. The first part reports a survey of English teachers’ use and adaptation of the coursebook as they implemented the English curriculum. A total of 123 primary English teachers were asked to answer a questionnaire that probed their use and adaptation of the English coursebook, and to indicate three difficulties they had encounterd or perceived in using TOC English coursebooks. The results show that teachers are still following the coursebook very closely, but at the same time are willing to supplement the coursebook with additional materials. The results also raise doubts about the way teachers handle task materials in the coursebook. Based on the findings, the second part of the paper discusses three aspects of textbook use and adaptation: textbook production and adoption; preparing teachers for textbook use; and a whole-school approach to the use and adaptation of TOC textbooks.

摘要

各地的研究都顯示教師相當依賴教科書作為教材的來源，但是香港目前推行的目標為本課程，卻需要教師較為靈活地使用教科書作為教材。本研究旨在探究英文科教師對目標為本課程教科書的使用及調適，共有 123位小學英文科教師接受問卷調查，問卷針對他們如何使用和調適英文科教科書的情況，以及要求他們指出在使用英文科目標為本教科書時所遇到或感受到的困難。

調查結果顯示教師仍然很大程度地緊跟教科書的內容施教，不過同時亦願意以額外教材作補充；調查結果亦揭示了教師在處理課業的方法上，可能出現了問題。本文再針對下列三方面作進一步討論：教科書的出版和採用、教師對教科書使用的準備以及全校性推廣教科書的使用和調適。

Abstract

In response to the recommendations of the Education Commission Report No. 7, attempts were made to develop performance indicators for school self-evaluation and external assessment in the area of administration and management. Based on Schein's model of levels of culture, Sathe's interpretation of organizational culture, and Getzels and Guba’s model of organizational behaviour and the data from a sample of 839 teachers from 60 randomly selected primary schools, a 64-item instrument, the School Values Inventory (SVI) Form IV, with ten valid and reliable subscales of organizational values was developed. The SVI generated the Total Values Similarity (TVS) scores at the teacher level and the Organizational Culture Index (OCI) at the school level as measures of the strength of organizational cultures. According to the strength of organizational cultures, schools can be classified into those of "strong culture," "moderate culture," "weak culture" and "conflicting culture." An important implication of the study is that if school administrators are to build a quality management culture in schools, they should decentralize school management to the teacher level and emphasize rationality, participation, collaboration, collegiality, goal orientation, communication, consensus, professional orientation and teacher autonomy in their daily managerial practices.

摘要

教統會《第七號報告書》建議採用「質素保證視學組」及「學校自我評估」的雙管齊下方法來保證教育質素。礙於香港的學校教育質素改革處於起步階段，現未有完整、可靠、有效及被廣泛接受的質素指標以供使用，本研究嘗試發展一些質素指標用作評估小學的行政和管理工作表現。透過利用一份由64句句子組成的「學校組織價值」問卷，學校的行政和管理工作可被總括為十個不同的範圍和指標。透過一項「組織文化指標」的量度，學校亦可被區分為擁有「強勢文化」、「中等文化」、「弱勢文化」和「衝突文化」。本研究的結果顯示，如學校要建立優質的管理文化，行政人員應從決策理性化、促進參與與協作、建立團隊精神、釐清目標和使命、加強溝通和認同及增強教師專業發展和自主等的策略入手。

摘要

本研究旨在探討及分析初中體育教師應用「自我評鑑」方法於教學回饋上之影響，研究對象為本地二十位初中體育教師，利用錄像器材，先後共兩次拍攝各受試者進行體育課教學的情況。結果顯示，實驗組在經過觀察、認知、討論及自我評鑑的過程後，在教學回饋的應用上明顯地較對照組獲得進步，對本身的教學行為亦有更客觀的認識。研究結果鼓勵體育教師應用錄像器材，定期自我拍攝教學過程，透過客觀的分析方法，檢討及評估自身的教學效能。有關職前及在職師資培訓的課程，亦應加強學員在教學上自我評鑑的訓練及應用。

Abstract

The purpose of this study is to examine the effects of a self-assessment feedback intervention among junior secondary physical education teachers. Data were collected by videotaping twenty physical educators during their natural and usual setting physical education lessons. The Self-Assessment Feedback Instrument (SAFI) was used to examine the teaching behaviors. Results indicated that self-assessment feedback intervention was effective in improving and increasing teaching behaviours including praise, praise/reinstruct, and questioning. Regardless of teaching experience, teachers who were obliged to a self-evaluation practice, modified their teaching strategies accordingly. Having teachers analyse tapes of their own instruction using SAFI as well as attending feedback intervention was proved to be effective and less threatening than using other means such as peer evaluation. Self-assessment instrument is one of the most effective ways to improve teacher effectiveness, therefore, such practice should be emphasised and implemented systematically for both in-service and pre-service physical educators to help them to become reflective practitioners.

摘要

本研究的目的是想探討一下「語法分辨法」對小五學生學習輕聲的效果。研究者採用「分層隨機取樣」方式，根據學生去年普通話科的成績，從班中選出九位來自三個不同成績等級(A級、B級和C級或以下)的代表，以他們「前測」和「後測」的結果來作比較；並用這兩個相關樣本的t值進行量的分析。研究結果顯示，測驗卷總分30，樣本「前測」的平均分為17.56，「後測」的為23.33，可見那九位學生的「後測」成績有明顯的進步。從這次「行動研究」中，我們可得知「語法分辨法」能有效地提高小五學生學習輕聲的能力。

Abstract

The aim of this action research is to find out the effectiveness of "Grammar Differentiation Method" in teaching Qingsheng in Putonghua to primary 5 students. By stratified random sampling, nine students are selected from three different groups of Putonghua examination results (Grade A, B and C or below) in last year. A paired-sample test is used to analyse their pretest and posttest scores. The results show that the mean of pretest and posttest scores are 17.56 and 23.33 respectively. The result is statistically significant. It is concluded that the "Grammar Differentiation Method" is effective in teaching Qingsheng to primary 5 students.