摘要

對教學的研究是教育研究相當重要的一環，本文的目的在介紹各個主要的和發展中的教學研究範式。這些範式包括較有歷史的「過程－產出」範式，主要是探究教師的行為和學生成績的關係；「中介過程」範式重視處理教學的刺激和學習成績之間的、隱藏著的、人際的中介過程，這範式主要探討學習時間、學生思考過程、和教師思考過程三方面；「課室－生態」範式著重個人和環境的相互關係，把教導和學習視為不斷互動的過程，而這個過程對學生的成績關係密切。最後，本文介紹幾個較綜合的範式。

Abstract

Research on teaching is one of the major topics in the study of education. This article reviews the predominant and emerging paradigms and research programs in the study of teaching. The process-product tradition studies the relationship of teaching performance and subsequent student capacities. The mediation programs examine thoughts and feelings of teachers and students as well as time allocations made by students. The classroom ecology program examines the reflexive influences of teacher and student actions, frequently illuminated by aspects of thought. Different patterns of interaction may subsequently be related to changes in students' capacities. In the later part of the article several integrated paradigms are delineated and discussed.

摘要

學校組織變革已成為目前教育改革的重要課題。本文嘗試初步探討與學校組織變革有關的理論、策略和技術，幫助變革的推行和研究。從Parsons（1966）的理論來看，組織變革是一種適應性的表現，能提高學校的目標進取性、整合性、以及維模性；又若從Cheng（1990）的學校效能動態模式來分析，組織變革是追求組織效能的一個動態過程，是學校適應內外的限制並長遠地成就不同目標而必要的表現和能力。組織變革的動力有社會、科技、經濟、成員需求，及組織特性等因素，而對變革的阻抗來源則可分為個人阻抗和組織阻抗兩種。要成功推行學校組織變革，除有理論上的認知外，尚需要掌握不同的變革策略和技巧，因應情境和資源的限制性而適當運用。目前學校組織變革的研究逐漸增多，但尚待努力的地方也不少，可參考本文提出的模式進行探討。

Abstract

School organizational change becomes a critical issue in current educational reforms in advanced countries as well as in Hong Kong. This paper provides a preliminary exploration of the theories, strategies, and techniques of organizational change in schools. From the Parsons' (1966) theory, organizational change is a reflection of adaptation of a school organization contributing to goal achievement, integration, and pattern maintenance. According to Cheng's (1990) dynamic model of school effectiveness, organizational change is a dynamic process of pursuing organizational effectiveness, in which a school can overcome or adapt to internal and external barriers and achieve diverse goals in a long run. The forces for school organizational change may include social forces, technological forces, economic forces, employee needs and values, and organizational forces. The resistances to organizational change may be individual resistances or organizational resistances. In addition to theories of school organizational change, various strategies and techniques are needed for successful implementation of change in schools, contingent on preexisting conditions and resource availability.

Abstract

This paper gives a critical analysis of the aims of prevocational education of Hong Kong along with a historical account of its development over the last twenty years. The analysis takes as its point of departure the official statement of its aims as they were explicitly and implicitly embodied in the Report which gave birth to prevocational schools of Hong Kong. After an in-depth analysis with respect to the explicit statement of aims and the implicit or hidden aims that went into its curricula and inter-institute relations, it reveals that the aims of prevocational education was very narrowly conceived and aimed to cater more for the social and economic need than the educational development of the students. It is thus a kind of semi-skilled labour training and dead-ended schooling. Some critical observations are presented against its early confinement of the development of the child, the inhibitive effect on social mobility and its conformative practice relating to workplace conditions. The paper then tackles the evolving of its aims as it developed through the years when public feedbacks, especially those from the principals and their agencies and those of students and their parents, which were not wholly agreed with its aims. Change became inevitable as the schools could not attract enough students. The incorporation of higher forms and the increase in proportion of cultural subjects, which result more or less in the breaking of the dead end and confining structure, have provided a renewal of the aims of prevocational education. However, if prevocational education is going to be the ideal 'type' of education for the next generation, which it has all the reason to be, a radical revision of its aims is needed. The leading principle is a vision towards the realisation of the creativity of the individual and the democratisation of the modern world.

Abstract

A total of 294 Hong Kong secondary school students responded to a questionnaire evaluating their involvement in extracurricular-activities, academic performance, personality and acceptance by their classmates. The actual number of extracurricular activities they enrolled and the amount of time they spent on these activities were recorded. They were also asked if they had taken up duties in these activities. Results showed that involvement in extracurricular activities was positively related to academic performance, personality, and peer acceptance.

Abstract

One boy considered learning disabled and enrolled in a self-contained special education class was taught to self-record his on and off task behavior using a tape recorder. This study examined the effectiveness of using self-recording procedure combined with self-reponse cost as a means for increasing attention to a task behavior. Since self reinforcement had failed in improving attention to task, the researcher decided to use self-response cost instead. The phases of the study included baseline, self-recording, baseline, self-recording with and without response cost, fade 1, and fade 2. The child weaned from reliance on the self-monitoring cues as treatment proceeded. The results indicate that self-recording procedures can be more effective in increasing attention to an academic behavior when it is combined with self-response cost than when it is used alone. During eight weeks of follow-up observations the effects of treatment was maintained, in spite of the removal of the training procedure and the child was no longer using the self-recording technique.

摘要

發生學習理論是八十年代發展起來的一種學習理論，它研究的是在學校課堂教學情境中兒童的學習（認知）過程，與教學實踐有緊密的聯繫和良好的指導作用，因而深受歡迎。把發生學習理論與盧姆（B.S. Bloom）的掌握學習的觀點，以及我國傳統的啟發式教學結合起來，我們提出一種「發生式」教學的設想。本文簡要地介紹發生學習理論的內容與「發生式」教學的設想。

摘要

發生學習理論是八十年代發展起來的一種學習理論，它研究的是在學校課堂教學情境中兒童的學習（認知）過程，與教學實踐有緊密的聯繫和良好的指導作用，因而深受歡迎。把發生學習理論與盧姆（B.S. Bloom）的掌握學習的觀點，以及我國傳統的啟發式教學結合起來，我們提出一種「發生式」教學的設想。本文簡要地介紹發生學習理論的內容與「發生式」教學的設想。

Abstract

Findings in modern behavioral sciences have long been utilized in training elite athletes. But the transfer of experimental findings to practical teaching modules in the physical education curriculum has been very slow. Modern societies demand a continuing evolution on the physical education curriculum, especially when numerous scholars have suggested the need to emphasize participative learning, continued motivation and self-actualization in curriculum planning. Studies have suggested the effectiveness of these research findings in a classroom setting. The breakdown in communication between theorists, scientists and practitioners suggested that steps must be taken to bridge the gap between research and application.