Abstract

Curiosity is an eminent characteristic observed in young children and has been frequently associated with motivation for knowledge acquisition in psychology. This paper aims to revitalize the rich conceptual meanings of curiosity through an overview of the research. The overview includes: definitions and dimensionalities of curiosity, its causes and instigation, and its forms of expression. Supplementing the current views, the author points to the significance of sustaining children's curiosity and its possible relation to the development of interest. In particular, an interactive perspective of an individual's intrinsic motivation and the external environment by integrating the cognitive, affective and social dimensions of curiosity is proposed. This perspective is examined in the context of the adult significant figures' role in enhancing and sustaining children's curiosity. The author intends to call for a "careful listening" to the child's world.

摘要

好奇是一種在幼童群中突顯的特徵，也在心理學上常與探求獲取知識的動機聯上關係。本文透過文獻概覽來探討好奇的定義和向度、因由與引發，以及表達方式。作者進一步論述延續好奇的重要性及其與興趣發展的關係，並提出一個綜合互動觀：從認知、感性和社群的向度去了解個人的內在動機和外在環境的關係。本文以成人在協助兒童提昇和延續好奇所扮演的角色作例來討論此綜合互動觀。最後，作者呼喚成人細聽兒童的世界。

摘要

本文主要探討香港實行的兩文三語政策，對小學中文教育的影響。香港長期以廣東話作為授課語言，又以規範的書面語作為釐定中文水平的標準，兩者之間的矛盾卻從來沒有得到關注。本文的主要論點認為兩文三語政策為多文化主義提供很好的土壤，而主張在解決方言和共同語之間的矛盾的過程中，應該儘量容納他者的聲音，並多照顧口語，也就是語言的發聲需要。

Abstract

This essay discusses the biliterate and trilingual policy of Hong Kong and its influence to Chinese education in primary schools. For a long time,Hong Kong schools use Cantonese as a medium of instruction and modern standard Chinese is used in writing. However, the gap between spoken and written language has always been neglected. This essay argues that the language policy did provide a good soil for multiculturalism. It suggests that in solving the conflict between dialect and standard language, we have to appreciate the various "other" in different culture and take into consideration of the significance of "utterance".

Abstract

Relevant retrospective and prospective studies on parenting gifted and talented children as well as studies on Chinese parenting are briefly reviewed to provide a basis for suggesting guidelines for recommended parenting practices for Chinese parents in Hong Kong. The PARENT approach has been developed to provide six guiding principles embodied in the acronym PARENT, which stands for Positive parenting, Authoritative style, Role modeling, Expectations with support and challenge, Need satisfaction in social-emotional development, and Talent development in specific domains. The role of parent support groups in fostering collaboration between parents and school is also discussed.

摘要

本文回顧了過去有關教養資優兒童及華人父母教養子女的研究，並以此為基礎，對香港的家長建議了一些實際的教養子女方法。本文提出了以「PARENT」為名的模式，概括了六項教養資優兒童的原則，分別是抱持正面的教養態度；以權威型的教養模式施教；作子女模仿的榜樣；給予子女具支持和挑戰性的期望；滿足子女在社會和情緒發展上的需要；及幫助子女在特殊的領域上發展潛能。此外，本文亦討論了家長支持小組在促進家長和學校協作上的角色。

Abstract

Two case studies contrast two primary six students helping each other in a tutoring episode and in a collaborative problem-solving episode.

The tutoring episode showed six types of student help, two ways of adapting to the help receiver, and the impact of help on autonomy. The types of help included: a) encouraging the receiver to start working, b) identifying goals, c) identifying solution procedures, d) identifying their conditions of use, e) explaining the procedures and f) evaluating the receiver's work. The helper adapted to the receiver's progress by changing help strategies and shifting responsibilities between them. However, the extensive help given to the receiver compromised his autonomy, reduced his contribution and alienated him from the solution.

The collaborative problem-solving episode highlighted the importance of mutual contributions. Unlike the first episode, both students contributed to the solution. Both students collaborated to make errors as well as corrections. Moreover, their roles switched between helper and receiver. Lastly, they shared jokes and showed solidarity.

摘要

在研究中，我們挑選了兩個迥然不同的個案作分析，並比較了兩個個案中兩名小六學生的互助行為。在個案一中，主要由其中一位同學指導另一位；兩位同學在個案二中則傾向合作解決問題。

以指導行為為主的個案揭示了六種學生幫助他人的行為、兩種幫助他人者因應受幫助者進度而作出的回應、及幫助行為對自主的影響。六種學生的幫助行為包括：一、鼓勵受幫助者開始工作；二、 釐定目標；三、釐定解決問題的步驟；四、釐定何種情況下用何種方法；五、解釋有關步驟；六、評估受幫助者所做出的結果。指導一方因應受幫助者進度而作出的回應則包括改變幫助策略及增減彼此的責任。可是，以上所述的大量幫助行為卻會損害受幫助者的自主，減少其可作出的貢獻，並且令其難以獲得解決問題的成就感。

合作解決問題的個案則突顯了互助、幽默及團結的重要。不同於個案一，兩名學生在個案二中都有機會作出貢獻。在解難過程中，他們相互影響而致犯錯，但同時亦會一起修正錯誤。可以說，他們兩人輪流扮演了幫助他人者及接受幫助者兩個角色。總而言之，他們不但在合作過程中分享樂趣，並且顯得更為團結。

摘要

英國割佔香港以後，帶來了西方先進的教育制度。西方人很不滿意中國傳統的華文小學（書塾），從十九世紀四十年代開始，首先是西方傳教士，然後是香港政府官員，一直努力進行改革。可是到了二十世紀三十年代，香港大量華文小學仍在原地踏步，學制與百年前的書塾無異：科目狹窄，只有基本的讀寫訓練；名義上是六年制，實際學習年限只有3–4年。本文的目的在展現香港華文小學的發展歷程，探討華文小學開埠百年而發展停滯不前的原因，並揭示戰後小學學制改革的本質。

Abstract

Ever since Hong Kong became a British colony in 1841, westerners were not satisfied with the traditional vernacular school systems. From the 1840s, western missionaries and the Hong Kong Government had been trying very hard to revise the primary education system. Nevertheless, until the 1930s, many vernacular primary schools remain the same they were 100 years ago. Schools kept providing basic training of reading and writing only. While the number of years set for vernacular primary education was six, but pupils' schooling usually lasted for three to four years only. The aim of this article is thus to reveal the development of the vernacular primary school system in Hong Kong and explore the cause of the stagnancy. The article also inquires into the essence of the reformation of the primary education system in Hong Kong after World War II.