摘要

中文詞語構造多無定則，詞頻效應就不能以英文的拼字法則或音讀效果來解說。只能以認知運作自動化原理或熟能生巧的「熟悉」因素來說明。本研究以三種不同學能的中一、中三、中六共267學生作樣本。從《香港初中學生中文詞匯研究》中詞匯表選取高頻詞、中頻詞和低頻詞，再於其中摘取詞頭詞尾配成非詞，非詞中亦有同音別字非詞和位置互換非詞，兩者合稱為特別非詞。結果顯示：辨詞能力隨詞頻組別而異，頻次愈高辨認率愈高，只有低頻詞與特別非詞兩者無差異。中六學生在各詞組均優於中三中一兩級學生，在低、中頻詞組，中三亦優於中一學生。反應速度亦隨詞而有分別，頻次愈高則反應速度愈快，其中非詞組特別非詞組兩者在反應速度方面無差別。可是三級學生在各詞組中皆沒有差異情況，學習經驗對反應速度在辨詞考驗中並不產生影響。大致而言，本研究結果肯定了詞頻在辨詞能力反祇速度方面均有顯著效應。

Abstract

Due to the lack of formal rules to form two-character words in Chinese, the word frequency effect has to be based on the experiential encounters or cognitive automation. A total of 267 Form I, III, and VI students participated as samples. High-, medium-, and low-frequency words were drawn from the two- character word lists in "The Statistic Study of Chinese Lexical Units". A pseudoword group was formed and two groups of 'special pseudoword were also made up by replacement of the homophones or positional rearrangement. The results showed (1) word frequency positively affected the correct rate, but the low-frequency word did not differ with the pseudoword group in decision measures. Form Vl students outperformed the lower Form students in all word lists while Form III exceeded Form I in the medium- and low- frequency word lists; (2) word frequency correlated negatively with response latency except that the pseudoword and 'special pseudoword' groups yielded no difference in latency measures; and (3) no significant difference was found among the three Forms in each of the five word lists. Categorically, the findings confirmed that word frequency did have effects on the response latency and correct rate in the lexical decision task.

Abstract

Two teachers two competent students and two less competent students were given two similar problem-solving tasks of sorting out scrambled sentences so as to reconstruct complete stories. All the subjects were novices in the problem-solving tasks. It was found that each of the subjects used a different strategy, and there was no indication of a consistent difference between the effectiveness of the strategies used by novices of varying problem-solving competence. The results suggest that even within the category of novices, there could be a wide range of competence and a variety of strategies used. Five out of six subjects used working backward strategies and only one of them used a working forward strategy. Four out of six of these novices made use of surface features in the sorting tasks. Even the more competent novices who understood the principle for solving the problem used surface features when they were in difficulty. It seems that when in difficulty, a more competent novice would use more general strategies which are not different from those of a less competent novice. More competent novices used a tighter monitoring system during the problem-solving procedure, and even the least competent novice exhibited an acquisition of better monitoring through practice.

摘要

本研究旨在了解自我監察與強化作用對解難表現的影響。從一百五十名本港中三津校學生中抽出高自我監察者與低自我監察者各三十名、每類分成三組，分別在數學解難過程中接受正、負與中性的強化。結果顯示高自我監察者之一般解難能力顯著比低自我監察者高而強化組之法則運用能力及解難自信亦比控制組為高。

Abstract

The present study was undertaken to investigate the effect of self-monitoring and reinforcement on problem-solving performance. With the help of the self-monitoring scale, 30 high self-monitors and 30 low self-monitors were chosen from a total population of 158 form 3 students in a local subsidized school to receive positive, negative and neutral reinforcement while working with problems in mathematics. Analysis of covariance revealed that the mean general problem-solving ability of the high self-monitors was significantly higher than that of the low self-monitors and that the rule-applying abilities and confidence in problem-solving of the treatment groups was higher than the control group.

摘要

自1978年至1989年，中國的留學政策出現了革命性的變化，留學人員數目大增，形成留學教育蓬勃發展的時期。中國政府派出大量留學人員，目的是汲取西方先進科技知識，為社會主義現代化建設服務。留學人員大部份前往西方資本主義國家學習，這極富突破性意味，而准許自費留學，也是一項新嘗試。留學人員以訪問學人及進修生為主，是另一個重要特色。從留學政策的多番修訂看來，中國政府未能制定一套長期有效的政策措施。80年代以來國家財政情況的惡化，限制了留學人員出國的數目。其後，在體制改革的帶動下，派遣留學生的權力下放至地方及單位，使出國人數再度增加。中國的對外關係，則影響了留人員的分佈。

Abstract

From 1978 to 1989, the Chinese Government Policy towards Overseas Study had undergone revolutionary changes . It was a prosperous period for overseas study. The Government's aim in sending scholars and students abroad was that they would learn modern technology from western countries and be able to serve the country in the "Socialist modernization and construction programs". It was a breakthrough that most of the scholars and students went to western capitalist countries. That permission was given to those students studying at their own expense. And that, in addition, the majority of them were scholars. Since Chinese Government had not established a long-term policy for foreign study, the policy has been changed from time to time. Since 1980, owing to deteriorating financial conditions, the number of scholars sent abroad has been restricted. Lately, due to structural reform, authority for managing overseas study has been decentralized to district and unit level. As a result, overseas study has been activated again. Moreover, diplomatic relations between China and foreign countries had affected the distribution of the overseas students.

Abstract

Using the input-output approach, the paper distinguishes school effectiveness from school efficiency and classifies school effectiveness into four categories: school's technical effectiveness, social effectiveness, internal economic effectiveness, and external economic effectiveness. In order to explore the issue of evaluation of school effectiveness, the paper introduces seven evaluation models: the goal model, the system-resource model, the internal process model, the strategic-constituencies model, the legitimacy model, the organizational learning model, and the ineffectiveness model. All these models have their own strengths and limitations. Past attempt in integrating these multiple models is questioned because of contradictory multiple criteria. The dynamic model of effectiveness developed in this paper integrates the important characteristics of the integrated model and the contradiction model and reconceptualizes school effectiveness from a dynamic view. This dynamic model in itself is not an evaluation model but can provide a perspective to consider the strengths of the evaluation models. It suggests that the evaluation models may be arranged in a hierarchy. The organizational learning model should be the major model and the others are the sub-model. Multiple models are needed in evaluation of school effectiveness if we want to known how well a school performs in different aspects of the dynamic process of struggling for survival.

摘要

夏濟安先生（1916–1965）的學問本行是英美文學，但他的認識與能力，並不限於英文。關於中文的書面語，他率直指出，現在大家所寫的白話文，其實是「雅俗兼收，古今並包，中西合壁」的一種文體，他並不認為「我手」真能「寫我口」；大家可以不滿意這種文體，但不得不承認這個事實。他主張大家要關心的，是如何使這種文體得到合理的控制與發展，而不是故意去忽視這個存在的事實。他的意見，無論對留意中文書面語規範的人、從事語文教學的教師或標榜語文必須純淨的學者，都有提示和啟發的作用。

Abstract

Although Prof. XIA ji-an's academic life was chiefly devoted to research on English and American literature, his professional knowledge and competence were not merely confined to English. On the subject of writtten Chinese, Prof. XIA frankly pointed out that the Chinese which we write nowadays consists, in fact, of "the elegance and the commonplace", "the ancient and the contemporary", "the east and the west". He did not think that one can really "write what one talks". According to him, many people may not be satisfied with phenomena of "mixing" in language, such phenomema are nevertheless hard facts of life. For Prof. XIA, the most important concern is to face such language phenomena squarely so that the language under discussion can be properly controlled and be allowed to develop, rather than dodging problems of "mixing" in language. His view provides, no doubt, much food for thought to researchers working in the field of written discourse in Chinese to Chinese language educators as well as those scholars who advocate "purity" in languages.

摘要

北京人民教育出版社中學語文室一九八四年一月公佈了《中學教學語法系統提要（試用）》（下稱《提要》）。這個《提要》代替已經通行近三十年的《暫擬漢語教學語法系統》。《提要》的體系和說明比《暫擬漢語教學語法系統》來得清楚和易於把握。因此不少海外專上學院的漢語也改用了《提要》的語法系統。外地和國內的語法教學有很大的不同，諸如本港專上學院的語法課，多是附屬於大學國文課之中，就算是專門的實用語法課，往往只是一年課程而已。因此，在本地的專上學院以《提要》作為教學語法的系統時，不得不加以修改以配合實際需要。本文擬討論一下以《提要》作為本地專上學院實用語法的教學語法體系時，所需要增修的地方。《提要》指出：「『提要』只是說明語法體系和名稱的要點」，但《提要》的說明過於簡單，部份定義也尚欠明確，在實際語法教學上，容易引起混亂。而且國內刊印的《提要》的參考書之中往往有語法體系和名稱術語上的分歧。本文準備討論一下在實用語法教學上所過到的有關問題。

Abstract

In January 1984, the Secondary School Language Section of the People's Educational Press of Beijing published the trial edition of Zhongxue Jiaoxue Yufa Xitong Tiyao (referred to hereunder as Tiyao). This was to replace Zan Ni Hanya Jiaoxue Yufa Xitong, which had been in common use for almost thirty years. Since the illustrations as well as the structure of Tiyao are clearer and more easily comprehensible than those of Zan Ni Hanya Jiaoxue Yufa Xitong, many tertiary institutions overseas have also adopted the grammatical system of Tiyao for their Chinese language courses. However, the difference between the teaching of grammar inside China and that abroad is considerable. The grammer courses at tertiary institutions in Hong Kong, for example, are usually subordinate to Unversity Chinese language courses. Even specialized courses in practical grammar are often only one-year courses. Therefore, when local tertiary institutions apply the Tiyao system for teaching grammar, amendments and revisions are inevitable, so as to meet the needs of their reality. It is the intention of the present writer to discuss what amendments and revisions are necessary in order to adapt the Tiyao system of grammer teaching to the practical grammer courses at local tertiary institutions. It is pointed out in Tiyao that it "only illustrates syntactical structures and the main features of the terminology". But the illustrations are over-simplified and some of the definitions still lack clarity. Confusion is likely when these are actually applied to the teaching of grammer. Furthermore, there are often discrepancies in the Tiyao reference books printed in China when it comes to grammatical structure and nomenclature. The present paper will discuss problems in this connection when teaching practical grammar.

Abstract

This article explicates learning context of the sixth form science education in Hong Kong, with particular attention paid to the changing educational structure, the era of the information age, and to some extent, the 1997 issue. Some recent science curriculum developments in the UK and USA are presented. A curriculum inquiry framework describing the essential components for curriculum design, and implementation and any inquiry into the total curriculum has been delineated. These provide the necessary conceptual background and heuristics for any science curriculum reform or inquiry that is likely to occur at the sixth form level in Hong Kong in the immediate future.

Abstract

This study aimed to test the hypotheses that there were significant differences between undergraduates who reside in halls and those who do not, with regard to participation in leisure activities and disposition towards student activism and that these differences are the result of hall residence. The study was conducted in the mid-seventies when student activism was at its height in Hong Kong . The subjects were chosen from the undergraduates of the University of Hong Kong and a one-quarter random sample was used. Of the 760 questionnaires posted, 338 valid returns were eventually received, producing a response rate of 44.47%. The data showed that residents spent 3.97 hours more on extra-curricular activities and 2.40 hours more on chatting, but 3.37 hours less on watching TV, etc. than non-residents. All these differences were found to be statistically significant at the 0.01 level of confidence. Residents also received higher scores than non-residents in all the four sub-scales which make up the activism scale, but only the differences in college injustice scores and social service scores were statistically significant at the 0.01 level of confidence. The difference in social injustice scores was significant only at the 0.05 level of confidence and the difference in international injustice scores was statistically insignificant. Since it is possible that the differences in participation in leisure activities, and disposition towards student activism were already in existence before the students took up residence in hall, the data on those who had applied for residence and those who had not were also compared with a view to clarifying this point. No significant differences were found. It was concluded that hall residence did affect students' participation in leisure activities and their disposition towards student activism to a significant degree.