摘要

長期以來，非正規教育研究集中於探討它的宏觀效能，如改善貧苦大眾的社經地位和提高勞工階層的生產能力。至於它的教學內容和方法，及有關學員的個人發展的教育問題，則甚少受人重視。本文的目的，是通過討論中國陝西省的一些視覺和表演藝術的非正規教育課程，來探討其中的教育和教法問題。陝西是中國的一個中度發展的省份，同時也是一個極具鄉土色彩的地方。討論範圍包括：（一）藝術課程所傳播的「正確」觀念和知識；（二｝學業成就的最低標準；（三｝非正規教育的適當範疇；（四）教學兼融中西藝術觀念和形式。研究方法包括分析在國內出版的文字資料內容，與群眾文化幹部、教師和教員的晤談，及課堂觀察。研究結果顯示：群眾文化體系所辦的非正規藝術教育課程，基本上能夠散播切合實際的知識和技能。但因為其本身的限制，這些課程末能夠培養有創意、樂於追尋和富洞察力的人才。

Abstract

Since the emergence of nonformal education, studies in the field have concentrated on its contribution to the alleviation of poverty and the improvement of productivity of the work-force. Little has been done to bring interested readers into the pedagogical context of nonformal education, and explore educational issues that pertain to the personal development of its participants. The purpose of this paper is to highlight educational and pedagogical issues in nonformal education programs for the visual and performing arts in China's Shaanxi province. The mid-western province has a wealth of folk culture and is representative of middle-income China. Altogether, four major educational issues are discussed: (1) dissemination of "correct" knowledge in arts courses; (2) setting minimum standards of proficiency; (3) defining the proper perimeter of nonformal arts education; and (4) integration of tradition and modernity, indigenous and foreign in the pedagogy. The research method employed in this paper combines content analysis of Chinese written materials, interviews with participants, and in-class observations. It concludes that nonformal arts education programs, as found in the Mass Cultural System, are to disseminate relevant knowledge and skills. Given its limitations, however, the programs fall short of cultivating creative, inquisitive, and insightful talents.

Abstract

Textbooks are among the most important of educational inputs. Research has shown that they are crucial to student learning. Yet, in the United States and other Western countries, there has much criticism of the low quality of school textbooks and in the Third World, there are frequently inadequate supplies of books. This article discusses the complex process of textbook development and production and points out that textbook publishing requires expertise from curriculum experts, school personnel and generally the approval of governmental authorities. The technical side of textbook development, often ignored in the literature, requires considerable sophistication from publishers and distributors. Textbooks have also become increasingly as expertise from the industrialized nations is used in the Third World for text development and multinational publishers increasingly enter the textbook market worldwide.

Abstract

This paper intended to explore the conception of organizational culture and develop a theoretical framework for investigation of organizational behavior in schools as well as in other organizations. After clarifying the conception of organizational culture and organizational climate, the author developed a framework to explain how organizational culture influences organizational behavior of individuals and groups. Furthermore, he conceptualized the relationship between organizational culture and organizational effectiveness. Finally, the discussion was focused on the description of organizational culture in schools. From the developed theoretical framework, some interesting implications and questions were advanced for organizational research and also some important dimensions of organizational culture were developed and recommended for describing organizational culture in schools.

摘要

本研究旨在了解個別原因（例如：努力）在歸因度向（例如：可控制性）上的含意。受試者為香港的中學生，他們評定十三個原因在內源、可控制性、穩定性及影響廣泛性度向上的意義。結果顯示努力、讀者興趣、學習技巧及讀書能力有甚多共通特性，它們都是非常內源、可控制、穩定及影響廣泛的。本報告亦討論個別原因在歸因度向上的跨文化差異，及努力在中國文化的重要性。

Abstract

The present study attempts to examine the causal dimensional meaning (e.g., controllability) of individual causes (e.g., effort). Students in Hong Kong were asked to rate the dimensional meaning of 13 individual causes along four causal dimensions (internality, controllability, stability and globality). It was found that effort, interest in study, study skill, and ability in study shared common characteristics in that they were believed to be very internal, controllable, stable and global. Cross-cultural differences in the semantic dimensional placement of causes and the salience of effort in Chinese culture were discussed.

Abstract

The present study examined teacher role expectations as perceived by students and teachers in Hong Kong. Results showed that junior students were affective oriented towards the teacher role expectations whereas both senior students and teachers were cognitive oriented. However, all the conception groups regarded the cognitive role "to have a lesson well prepared and difficult material clearly explained" as the most essential role for a teacher. In addition, all the conception groups gave far little weight to the "professional role dimension" of a teacher.

摘要

學習有其社會心理影響的因素。有經驗的教師往往善於掌握這些因素來促進學生的學習，使教學事半功倍。社會動機是針對群際互動所產生的影響，在本文我們只列舉其中一些學生與學生之間的群際影響因素作討論。直接影響學習的因素歷程有群性比較、公平要求、合作與競爭、及個人與群體表現的差別等。與學習有間接關係的包括附從與偏離、態度的形成與改變等。本文就這些因素歷程，討論如何擴闊對增進教學效果的考慮。

Abstract

Learning involves the influence of social psychological factors. Experienced teachers are often able to use these factors in motivating students to learn, thus making their teaching more effective. Social motivation refers to the influence in social interactions, and in the present paper several of the student-student interaction factors were selected for discussion. In direct relation to learning are factors and processes like social comparison, equity, cooperation and competition, and individual and group performance. And those that are indirectly related to learning include conformity and deviance, attitude formation and change. Based on these factors and processes as examples. This paper discussed the ways to expand the consideration when trying to improve the effectiveness of teaching.

Abstract

This research aims at investigating the impact of job satisfaction on intention to change jobs among secondary school teachers in Hong Kong. On analysis of 275 cases, it was found that teachers' job satisfaction was not high. It was also found that teachers tended to have low level of commitment to both their profession and schools, with about 40% of rcspondents prepared to leave teaching if a job alternative of offering a higher salary became available and about 50% of respondents prepared to leave their present school provided that a school place of higher ranking was offered. In multiple regression, dissatisfaction with the nature of the job and with the social prestige of teachers were found to be significant predictors of teachers' intention to leave the teaching profession, while dissatisfaction with the school principal and promotional opportunities were significantly related to intention to change school.

摘要

本文分別從教育目標、社會公平性、教育多元化、學制之基本原則與考核等方面分析學制所應遵守的一些原則，並進一步依據這些原則評論有關的香港學制中的問題。學制基本上是一個達致某些教育目標的工具，它必須服務於後者，不應為了諸如經濟的考慮而安排學制，壓抑了培養兒童的人格與技能的教育目標，香港中學不以母語而以英文為教學語言乃是經濟以致政治效益為害教育的一個例子。在社會公平方面，學制不可助長兒童的文化資本的差異，否則有違教育的公平性，教統會第三號報告書所提議的學校私營化即有這個可能性，但尚須進一步考慮整體的教育效益是往那一方向，才可以論斷這個計劃是否會強化兒童的文化資本上的差異；至於分流方面，校際之間的分析很容易變成文化資本的反映，校內的分流則沒有理據可憑。在行政角度上，學制應一元化，但學校與課程卻應多元化。學制的基本原則是為兒童服務，因此必須配合兒童的生理、心理與智能的發展，讓兒童有充份的成長與發展的餘地，減少考試的關卡，以免造成不必要的考試壓力及日後進升的機會，在這個原則下，目前的預科並無存在之必要。同樣，考核應以結業式為主，因為，淘汰式的考核無可避免造成教學的考試取向，影響深遠，香港的預科即為一例，因此預科應當取消，而大學學制的爭論也自動化解了。

Abstract

This paper gives an analysis of some of the guiding principles of the construction of school system from the perspectives of educational aims, social justice, pluralistic education, the basic principle of service to the needs of children and the forms of examination and then discusses some of the problems related to the school system of Hong Kong. Basically, school system is just a means for the achievement of educational aims, it should serve the latter and should not let other considerations such as economic efficiency distort our educational aims of providing an education for the healthy development of the personality, understanding and certain daily skill of the child. The use of English rather than the mother tongue language as teaching in the high school of Hong Kong is an example of the endless harm to the majority of high school children caused by the socalled economic and political consideration. In the realm of social justice, school system should not propagate the inequality of cultural capital between children of different social background, otherwise it will be against the justice of education. The scheme of direct grant for the privatization of high school proposed by the Third Roport of the Education Commission has to face precisely this charge of imputting social injustice into the Hong Kong education system. However, the precise direction of the flow of educational efficiency as a result of the implementation of the scheme has to be estimated before we could give a correct verdict on the issue. As to the old problem of streaming, the streaming between different types of school is easily falling prey to the inequality of cultural capital between children, while the streaming between majors lacks any rational ground. From the point of educational administration school system should be unified, while pluralistic schools and curricula should be encouraged to cope with the needs of the child in relation to his physiological, psychological and intellectual development, which is the basic principle of serving the needs of the child. Consequently, the fewer the number of examination on the course of education the better the school system serve the aims of education and the better it could provide for further development of the child in the future. And, it is argued that the present matriculation system of Hong Kong should be abolished. This point is especially obvious when we realize that examination should be qualifying rather than selective, because the latter inevitably leads to examination oriented teaching and learning and bound to produce large number of losers. The Hong Kong matriculation examinations is again an example. With the dissolution of the matriculation system, the controversial of the restructure of higher educational system would be easily settled.