摘要

各種雙語教學課程均有兩個共同目標：掌握課程內容和學好第二語文。本論文指出在課堂混合中英語授課並不能最有效地達到上述任何目標。

論文提出兩個假設：（1）學童要有效地以第二語文作為學習工具，必須先有一定的第二語文能力；（2）語文能力的某些方面是共通的。不少雙語教學課程的研究顯示這個假設是可以成立的。

結論：要成功地在香港使用英語作為教學媒介，學童必須先能善用中文閱讀，寫作，和思考及具有一定程度的英語能力。

Abstract

Language abilities in secondary school students from Guangzhou, Hong Kong, and Singapore were compared. Random samples were selected from Form three students representing the top 10% to 15% of the population. Four tests, Chinese Reasoning and Usage and English Reasoning and Usage tests, were administered to the sampled students. Results of multivariate analysis revealed that differences in patterns of language abilities were found highly significant among students from the three cities. Verbal ability in Chinese was found best in students from Guangzhou, those from Hong Kong came second, and from Singapore, the third. The order of performance was reversed in verbal ability in English. These results supported the hypothesis that the language socioeconomic status, language educational policy, and linguistic environment in the three cities affect the differential development of the language abilities.

Abstract

This study investigate the effect of the medium of instruction on the academic achievement of students. The subjects were 82 Form 1 students from an aided co-educational secondary school in Hong Kong. These students were randomly assigned to form two classes of 20 boys and 21 girls each.

For five months, one class (Cantonese class) received instruction on the subject of Mathematics, Science or Social Studies in Cantonese while the other class (English class) received instruction on the same subject from the same teacher in English. Several achievement tests on each subject were given to the two classes during the experimental period and the following results were observed:-

1. There was no significant difference on the achievement between the two classes in all the four tests in the subject of Mathematics.

2. There was also no significant difference on the achievement between the two classes in all the three tests in the subject of Science.

3. The achievement of the Cantonese class was significantly better than the English class in the first test in the subject of Social Studies. The reason for such a difference was due to the significantly better performance of the Cantonese class in the items requiring reasoning ability. However, there was no significant difference between the two classes on the achievement in the latter two tests.

Abstract

The objective of this study is to explore the problem of medium of instruction in Anglo-Chinese schools in Hong Kong. A sample of 152 Form One pupils from an aided Anglo-Chinese school was chosen for the study. An English attainment test was given to the pupils in order to find out their standard of English before enrolment. Thirty eight pupils of lowest standard in English were assigned to the English remedial class, the remaining pupils were randomly assigned to three classes, 38 each. The study was carried out in these four classes for one academic year under normal teaching condition.

All four classes were taught through the medium of Chinese during the study in the subject of social studies. However, the written language used was different among the four classes: the remedial class used Chinese as written language, two other classes sued English as the written language throughout the whole course of study, the fourth class used Chinese as the written language in the first term and then switched to English in the second term. Three tests were administered to all the pupils involved in each term in order to find whether significant difference would arise among the four classes. The following results were obtained.

1. The remedial class that learned all things in Chinese performed significantly better in the subject under study when compared with the other three classes.

2. The fourth class showed about equal performance with the remedial class in the first term when the written language was Chinese. However, they fell behind the remedial class in the second term when the written language was switched to English. Furthermore, their result was significantly better than the other two classes that used English during the whole study.

Abstract

The common use of English in the conversations among Chinese was analysed as a phenomenon related to social adjustment and functioning in interpersonal communication. A field study was done to examine the phenomenon and related reasons among students in the Chinese University of Hong Kong. Students' casual conversations were sampled randomly in different occasions and locations on campus, and the use of English words and phrases in the conversations were recorded and analysed. Results showed that most English words used were nouns, followed by verbs and adjectives. As predicted, data also supported the proposed reasons (e.g. primacy effect, the ease of abbreviation in English) in explaining the phenomenon. The relationship of the phenomenon to the study of Chinese social behaviour was noted.

摘要

雖然教育署的視學輔導處及教育學院都鼓勵老師純用英語去教授英文科，但不少中一英語輔導班的老師卻間中使用廣東話去輔助英語教學。他們在選擇英語課裏的授課語言時無疑面臨很多挫折，或感到不知所措。

本研究旨在探討一些有關中一英語輔導班的授課語言的抉擇問題。研究中包括對六十八位老師的問卷調查及深入探討一位老師在四個月裏所記錄的課室日誌，而並非從實驗中去探討語言抉擇對學生學習的影響。

本研究得到下列一些結果：
（一）雖然本研究中的老師能做到在英語課裡完全不用粵語講授，但要絕對避免母語在課室中出現，似乎極其困難。
（二）教授英文科時，採用母語輔助教學或許會對學生有短期性的好處，特別是在幫助學生明白，引起動機，維持秩序，個別輔導，節省時間及增賡見聞方面，但這種短期性的好處卻減少了浸淫在外語中的時間，長期來說，並不一定有利於外語學習。
（三）研究中的老師一向堅信只應純用英語去教授英文課，但在實驗期間，當其開始使用少許母語去輔助教導時，發覺有時很難避免會在不知不覺間被誤導致使用過多母語。

摘要

本研究的目的在探討在不同語言的社會環境之下，學生與教師會如何選擇教學語言。研究是以問卷形式進行，參與的對象包括本港英中中五學生136人，本港中學教師74人，及海外教師39人，成員來自印尼，馬來西亞，巴基斯坦，菲律賓及泰國。研究結果顯示出班級越高，越傾向使用英文；但結果亦同時明顯地指示出，參與者對教學語言的選擇是受到政府，工商業，及高等教育的語文政策與實施所支配。同時，在政府、工商業、高等教育三者之間，高等教育語文政策及實施對個人語文選擇的影響為較大。由於高等學府的語文政策對學生的語文選擇有重要的影響，因此，若要實施第一號報告書的建議來加強中學的母語教學，政府亦同時需要留意到，中文地位在高等教育一環內需提高，同時亦要有平等的大學教育機會，給予中文學校的學生。

Abstract

Freedom of inquiry is an inherent characteristic of a progressive society and a condition essential to intellectual pursuit. In an academic community, however, this freedom can be abused by inquirers who have not been inculcated with the ethics of research. Various ethical problems in research are discussed and the merits and undesirable effects of the covert participant observation method are reviewed for illustrative purposes.

Also competition amongst academics has become increasingly keen, instances of dishonesty have become more common. Several cases are cited to demonstrate the need to promote a sense of responsibility and ethics amongst researchers. The role of professional and research organizations in this respect is also discussed.

摘要

本研究使用一個「皮亞傑」式測驗，考查八千多個香港中學生的八種運作思維能力。從分析結果中發現中一學生能掌握「互換」、「相對」、「轉換」及「平行分類」等四種能力。中二、中三學生除了掌握以上四種能力外，還掌握「傳遞」運作能力。中四、中五學生更能掌握餘下的三種能力：「序列」、「合類」及「多項分類」等運作能力。

以上發現可證明「皮亞傑」之兒童分段認知發展理論是正確的，但香港兒童的認知發展遠較瑞士兒童為慢。又由於香港中學生在不同年級對掌握各種運用思維能力先後有別，故在課程設計、課堂教學及學生輔導方面均需照顧學童的思維能力水平，方能產生良好效果。

摘要

本文觀察中學生解決數學問題的思考過程和方汰，並比較不同知識程度和不同認知風格的學生，在解題風格上的分別。

論文並認為學生的思路是在「理解－設想－驗證－再理解」的循環過程中不斷發展的。而老師的責任主要在於幫助起動和促進這個循環過程。

Abstract

During the formative years of 2–5, which are termed as the preoperational period by Piaget in the child's intellectual development, changes in cognitive styles and cognitive abilities and hence attainment and achievement are expected. These changes can also reflect educational philosophy, curriculum emphases and teaching methodology if the end-product of preschool education is assessed.

In this study, a random sample consisting of one-quarter of the Primary 1 pupils in 25 Primary Schools covering different types of ability group in various locations in Hong Kong was used. The testing was conducted for three years in succession, i.e., 1982, 1983, and 1984, at the beginning of each year on a different but parallel sample of pupils, so that trends of cognitive changes, if any, can be identified.

The two main cognitive domains, namely, verbal and numerical were used in the investigation. A Chinese test was used to give scores on the following concept areas: lexical units, characters, punctuations, matching clauses, completion of lexical units, rearrangement of lexical units, rearrangement of sentences, and writing sentences. A Mathematics test was used to give scores on the following concept areas: counting, rearrangement, time reading, number series, measurement, shape, coins, addition, symbols, subtraction, reasoning, and transposition.

Means and standard deviations for the three years under study were computed. Analysis of variance and t-test were used to identify significant differences among the three groups of pupils and between two groups of pupils at a time respectively.

The present results seem to indicate that cognitive abilities across the three years fluctuate, and this fluctuation varies in both the verbal and numerical domains. Also, reasoning mathematics appears to be emphasized in preschool learning. This has important educational implications that as far as mathematics is concerned, less emphasis has been placed on rote learning and hence better intellectual development may follow in later years.

摘要

香港韋氏兒童智力量表是一個被香港心理學家所廣泛採用，以測量由五歲至十五歲兒童智力之量表。這個量表包括十二個部份測驗，是將美國韋氏兒童智力量表譯為粵語，部份題目加以改編，並以標準化程序，製訂常模。利用標準化研究所得之資料作因子分析，結果顥示香港韋氏兒童智力量表可由語文理解、知覺組織及集中專注三個因子構成。綜合而言，研究結果如支持韋氏全面智能之概念及其將弟部測驗劃分為語文組及操作組。量表的個別分部測驗亦可測驟兒童的獨特能力。上述研究結果可與其他韋氏兒童智力量表之因子分析結果加以比較。雖然各韋氏量表所用語言不同，且在某些分部測驗所利用之智識略有不同，因子分析顯不各量表所得結果大同小異。人類的智慧結構，不分種族，地域及膚色，似有其共通點。

摘要

本研究包括兩個階段，（甲）第一階段的研究對象包括453個小四至中三學生，約半數的學生列舉出數個他們敬愛的人物並說明原因，其餘的則列舉數個不敬愛的人物及其原因。他們所列的人物，約可分為七類，受敬愛的人物的百分率依次為父親，母親，老師，親戚，歷史人物，朋輩，最後是影視明星及歌星。另一方面，以朋輩為不敬愛的人的百分率由小四的100遞減至中三的38.46，而以老師為不敬愛的人，則由小四的0﹪增至中三的48.72%。至於原因方面，主要可分為八個，包括性格的優劣，名譽的好壞等。（乙）第二階段的研究對象包括192個小四至小六學生，他們共回答五個問題，在首四題分別列舉出他們（i）尊敬（ii）不尊敬（iii）喜愛（iv）不喜愛的人及其原因，最後是寫出在他們認識的人當中，最希望成為誰。兩個階段的結果相若。而他們最希望成為的人物依次為朋輩，父親，老師。此外，女孩子比男孩子較尊敬及喜愛老師和影視明星及歌星。

摘要

本研究就中小學的性別定型發展探討五個問題：

1. 香港學童對男女兩性有什麼定型的概念？

2. 他們認同那些性別定型？

3. 這些定型和認同是否隨年齡發展？

4. 這些定型是否附帶價值觀念？

5. 學童就讀的學校類型與性別定型是否有關？

結果顯示自小學低年級起，性別定型早已形成。男性的特質着重能幹和力量，而女性的特質則偏重情感。性別定型和認同隨年齡增加。一般來說，男性化的定型被視作較為理想。不過，就讀男女校的中學生對女性化的定型較其他學校學生抱着較正面的價值觀；男女校的男生比男校男生對女性的定型持有較雙性的看法，而男女校的女性比女校女生對男女分別看得更顯著。

摘要

當學生申請就讀大學或理工學院時，他們往往需要填寫首選的學系、次選的學系，（或第三、第四志願的學系）。但申請者很少知道大學及理工學院把他們的申請怎樣處理。

本文提供一個電腦規則系統來處理學生的申請；這規則系統具以下優點：

1. 各學系可設立不同的公式來計算及排列對該學系申請者的優先次序，並能選取在優先次序中最佳的並願意就讀該學系的學生。

2. 在該規則系統進行的時侯，申請者可按其成績，獲取多個學系的入學資格，但該申請者只能保留其中最樂意就讀的一個，其餘的交回大學再依規則分發。若應用此方法選學生，申請者在選擇學系時最佳的策略是依據自已的真正喜愛來選擇。

香港大學已於1984年開始採用此規則系統。如數大學及理工學院聯合取錄新生，本規則系統亦可適用。

Abstract

A comprehensive questionnaire on extra-curricular activities conducted in secondary schools was sent to all secondary school principals through the Education Department to survey the situation in mid 1983. A total of 186 schools responded, of which 149 belonged to the public, and 37 to the private sector, representing respectively 50.00% and 30.58% of the total number of schools in each category. The results showed that on the average, public schools had 30.31 clubs or types of activities each whereas private schools had only 19.31 each. However, in terms of pupil response, the difference between these two categories of schools, through still in favour of the former, was not so obvious.

Compared with private schools, public schools were found to have much better facilities but spend only slightly more money on extra-curricular activities and show only a slightly higher degree of teacher participation. It was argued that facilities were a major factor affecting the development of extra-curricular activities in secondary schools, but other factors also had a part to play. Further research into these factors would enable us to understand their effects more fully.

摘要

本研究目的在分析學校效能與領導風格及組織氣氛之關係。研究對象為64所津貼中學，涉及教師627人及學生1906人。研究方法除以量化調查為體主外，並輔以跟進式個案研究。

研究結果顯示，領導風格及組織氣氛均能獨立地影響學校效能。若以知覺性組織效能為效標，有效的領導風格是高倡導的，有效的組織氣氛是高開放的；但對於學生的求學態度，中度開放的組織氣氛最為可取。高效能學校與低效能學校在組織過程和組織產出上，都有 非常相異的特性。研究結論應對改良學校運作有些參考作用。

摘要

本論文開始時提出，香港的教育研究因各種原因，沿用傳統功能學派對教育及發展的看法，文中舉出數例指出以往的教育研究如何與功能學派結合，特別是用擴張生產來解釋教育發展這一觀點。文中提出以衝突理論作為解釋教育發展的另一方法，首先描述過去數年香港教育擴展的一般情況，作為介說這理論的背景，並強調初等教育的擴展，增加了高中及高等教育的壓力（並促使日漸以資歷挑選僱員）。文中並討論“資歷膨脹”的潛在性，及指出注意到這個發展的政府文件。此外，為進一步支持衝突學說，文中引用數字，比較香港各高等教育機構畢業生的失業率，顯示專門技術性比非技術性機構畢業生的失業率高。