摘要

教育的成敗與教師及學生的動機有很密切的關係，本文旨在介紹成就動機的一個重要學說──歸因論，並探討其對教育工作的啟示。本文嘗試指出在教師中間普遍存在的歸功別人、歸過自己的自責歸因型態實對教師動機有一定程度危害，故此我們應對教師成就有更公開的認同。本文亦對教育工作者提出一些對學生進行歸因訓練的建議，期望他們在教導學生的過程中能對歸因有更高的警覺。

Abstract

To some extent, the effectiveness of education is determined by the motivation of teachers and pupils. This article aims to introduce an important theory of motivation — the attribution theory, and to delineate its implications for education. Contrary to some researches, the counter-defensive attributional style of making external attribution for success and internal attribution for failure prevailing among teachers is regarded in this article as something detrimental to teachers' motivation. It is suggested to endorse teachers' success more overtly in order to curtail this harmful effect. This article also gives practical suggestions on how to help pupils build up a more desirable attributional style.

摘要

本文討論一些與量度成就歸因有關的問題。各種問題形式中，單極量表法的心理測量特性最為卓越；不過，發揮性訪問卻能找出某一情境下的重要歸因。故亦甚為有用。本文亦強調研究者不應局限於四個傳統原因（即：能力、努力、困難、運氣）。個別原因的度向意義會隨悄境而變，故須在問卷中加插度向問題，或以統計方法加以補足。此外，歸因複雜性研究顯示內外源可能需要各自獨立量度。文章指出不同量度方法各有利弊，全面了解每種方法的優劣，有助正確的選擇。

Abstract

Various issues related to the measurement of achievement attribution are discussed. Among the different question formats, the unipolar rating method seems to display the best psychometric properties. However, unstructured open-ended interview is also useful in eliciting the important causes pertinent to a particular achievement situation. It is also stressed that researchers should not limit themselves to the four classic causes (i.e. effort, ability, difficulty, luck). The dimensional meaning of individual cause is situational specific, and should be established by including dimensional questions in the questionnaire, or by using statistical methods in the analysis. Studies in attributional complexity suggest a separate measurement of internality and extenerality. However, the issue is still unresolved. It can be seen that different methods have their own strengths and weaknesses. The proper selection of method depends on one's purpose, and on the understanding of the merits and demerits of the method chosen.

Abstract

The Somatic Scale of the Chinese University Health Questionnaire (CUHQ) was administered to 2150 Chinese secondary school students, along with several other clinical scales measuring their psychological well-being. While the results showed that its chronic and acute subscales (SOMAC and SOMAA) had acceptable reliability status, correlation between SOMAC and SOMAA was found to be substantial and these measures correlated significantly with all other indexes of psychological well-being. Data on the strengths of association between these subscales and other measures of psychological well-being and the validity of the cutoff scores associated with SOMAC and SOMAA were further reported. The applicability of the Somatic Scale as a screening instrument for assessing the mental health status of Chinese secondary school students in Hong Kong is discussed.

Abstract

The expansion of the education sector is phenomenal worldwide in the modern postwar period. However it is found in some countries that this exceptional education is achieved or accompanied by the growth of the private sector, and the case is complicated by the fact that many of the private schools/institutions established to accommodate the increasing number of aspirants for education are incompatible with the well-established public ones in terms of facilities and resources. Thus a dual system occurs in the education sector. This leads to the awareness that although many aspirants may obtain school places, what many of them have obtained are only inferior ones, and this further casts doubt on the availability of equal educational opportunity when such expansion is taking place. Japan and Hong Kong are studied in this context. Both societies have experienced rapid social and education development, although educational development took place in Japan much earlier. And it is particularly interesting in this case to see that the dual system is manifest in the higher education sector in Japan and in the secondary sector in Hong Kong. This exemplifies the observation that a dual system develops in the course of rapid educational expansion. The objective of this paper is to trace the development of a dual system in Japan and Hong Kong, and as a final note, the attempts of the two societies to tackle this problems.

摘要

本研究安排兩組教育學院的學生分別學習基本筆劃輸入法和廣東拼音輸入法兩個中文輸入系統，然後測試兩組學生對漢字編碼的正確率，以比較兩種輸入法在學習歷程上的特點和輸入法的特質。結果顯示兩種輸入法均能在短時間內學會，廣東拼音輸入法較快上手，但進步較慢，而基本筆劃輸入法入手較慢，但進步得較快，經四小時學習後基本筆劃輸入法的編碼正確率開始超越了廣東拼音輸入法。研究結果顯示廣東拼音輸入法較適合一些沒有中文輸入經驗的人士未經練習即時使用，例如應用在電腦輔助教學上和圖書查閱系統上；而基本筆劃入法則較適合於較頻密的中文輸入，如文字處理和使用於輸入密度較高的應用軟件等。

Abstract

The characteristics of two Chinese input systems, Cantonese Encoding System and Strokes Encoding System, were compared in this research. Two groups of students from a college of education learned the two different input systems. Their performance on the average Chinese character encoding accuracies were then measured. Results showed that both input systems can be mastered in a short period of time. The Cantonese Encoding System could be grasped immediately after only simple instructions, but improvement in encoding accuracy was small throughout the experiment. The Strokes Encoding System was harder for the learners at the beginning but encoding accuracy improved greatly after sessions of encoding practice. After four hours of learning, the accuracy of the Strokes Encoding group overtook the Cantonese Encoding group. Results showed that the Cantonese Encoding System is suitable for immediate use by users without any Chinese input experience while the Strokes Encoding system is suitable for frequent input work like work-processing and application software packages which require intensive keyboard input.

Abstract

Research into the solving of basic problems for a topic in high school chemistry is reported. Investigations focused on the strategies used and how problems are mentally represented by expert and novice students. All solvers were found to have a repertoire of strategies; the one used depends on the familiarity of a problem. Experts mainly employed problem recognition plus a working forwards strategy, accessing a general procedure already available in long-term memory. Novices attempted a means-ends analysis to create a solution procedure; if unsuccessful, they switched to a blind working forwards (groping forwards) strategy. Experts have three successive representations of problems: An initial representation involving a keyword or images of apparatus, an abstract representation capable of qualitatively simulating a solution, and a mathematical representation. Novices sometimes had incomplete abstract representations. Points of comparison are made with problem solving in physics, the predominant domain of research.

摘要

解難研究目的在了解人們解決問題時的思維過程和採用的策略。近年許多解難研究的領域都是集中在物理問題上，而其中一些研究成果，對物理的教與學提供啟示和一些有用的教學策略。本文先對解難研究作一簡闡述，然後討論類比問題（analogical problems）和初學者與專家（novice-expert）解難比較研究與及它們的成果，而討論的焦點則集中在物理教學上的應用。

Abstract

Research on problem solving aims at studying the thinking processes involved and the strategies employed in solving problems. Physics has been used as the domain for problem solving in many recent studies and some of the findings are applicable to the teaching and learning of physics. This paper first describes a framework for studying problem solving and then reviews researches in two areas: analogical problem solving, and differences between expert and novice in solving physics problems, with the emphasis on how the researches inform teaching.

Abstract

This research intended to find out the componential knowledge and skills that relate to programming and investigate how these components affect it. Four instruments were developed to measure students' language proficiency, template possession, procedural skills and problem solving ability in programming. 260 secondary students in Hong Kong were selected to take the tests. Results indicated that knowledge, including language features and templates, and procedural skills including planning, testing and reformulating, were related to programming. The path model revealed that proficiency in a programming language was a necessary but not a sufficient condition in programming. Proficiency in the features of a language underpinned programming performance through the mediating effects of template abstraction and the general sophistication with the procedural skills. Planning skill was found to be most prominent in programming design. Also, template possession would facilitate planning skill. Therefore abstracting knowledge of template may bridge the gap between syntax learning and problem solving in programming.

Abstract

The approach to kindergarten education was highlighted in a brief introduction of three philosophical emphases: activity-centered curriculum, skills-centered curriculum, and measurement-driven instruction. Suggestions to integrate these three emphases were made.

摘要

本文首先討論「以學校為本位的課程發展」－概念的定義，指出它的本質應該是課程發展的權力和資源的重新分配，隨著從「以學校為本位」和「課程發展」兩個度向展示該概念的多種可能性質，文章也探討到此種課程發展模式的基本假設，這種模式受到提倡的各種因素，發展條件，內在的限制，面對的困難，並介紹有關的研究作結，希望藉此對剛開始推行的「以學校為本位的課程發展計劃」的本質和未來發展有較深入的了解。

Abstract

This paper explores the definition of the concept ‘School-based Curriculum Development’ (SBCD). The nature of this kind of curriculum development strategy should bring about a redistribution of power and resources within the education system. The different combinations of the multi-definitions of the two dimensions ‘school-based’ and ‘curriculum development’ offer a variety of possible nature of the concept. The reasons, conditions, constraints and relevant researches of this trend of curriculum development will be highlighted in the latter part of this paper. Based on the analysis of this paper, it is hoped that we might have a better picture of the nature and future development of the SBCD Project Scheme just started in Hong Kong.