Abstract

This paper explains what qualitative research aims to accomplish and why today we see research in education moving in that direction. The perspective is from the United States, but the matter is pertinent as well in Hong Kong and other Asian countries. The author argues against the idea of a fundamental opposition between qualitative and quantitative forms of research, and in favor, rather, of a continuity and cooperation between the two forms. Some ideas from the American philosopher John Dewey are used as the basis for the interpretation. Also, some history of educational research in the United States is sketched, and implications for teaching development and practice are discussed.

摘要

本文研究香港中學生畢業後的升學／就業抉擇，特別是其與家庭因素的關係。我們運用1986人口普查數據，以統計方法評估家庭收入、子女人數、父母親教育、階級背景等因素對學生教育途徑選擇所起之作用，並分析男女之間的差別。我們發現家庭財政資源較多、子女人數較少，及父母教育程度較高，皆有助子女依從主流的教育途徑升學。

Abstract

This paper examines the educational choice of Form 5 graduates in Hong Kong. We employ the 1986 by-census data to evaluate the effects of family variables, including household income, number of siblings, parents' educational attainment, and class background, on the choice of educational paths among students upon completion of their secondary education. It is found that the family plays an important role in the process.

摘要

本研究利用錄影帶，比較及分析七所原為英文中學，但於八零年代末期把部份或全部科目改用母語授課（實驗組），和另外七所水平大致匹配的英文中學（控制組）在初中的語文科和兩個社會學科的授課用語模式、教學次常序時間分配和教學活動的分別；並檢討三者之間的互相關係和討論這些分別給教學界的一些啟發，研究的結果顯示：（一）兩組中文科的教學活動並無顯著分別，（二）實驗組學生的英語水平，平均比控制組為低，（三）英文科老師的英文水平和教學技巧，對學生英語水平的影響，比其他科目是否用英文授課更為重要，（四）有需要在初中培訓更多英文科老師，配合母語教學的推行及其他各方面的需求，（五）學能水平平均達Band 2的中三學生，仍然未能有效地使用英語，學習各社會學科，（六）老師改用母語授課，未有遇到嚴重的適應困難。

Abstract

In this article, we compare and analyse the differences in the medium of instruction and the structure of classroom lessons using 4 subjects (Chinese, English, History and Geography)in junior secondary level. Schools in the experiment group made a change in the medium of instruction in some subjects from English to Chinese recently. The control school is a group of Anglo-Chinese school of slightly higher ability. The result of this research shows that (1) There is no significant difference between two groups in instructional activities in Chinese lessons. (2) The standard of English of the experimental group is lower than that of the control group in the same Form level. (3) The level of competence in using English and the teaching skill of English teachers is the most important factor in developing pupils' English skills. (4) There is an urgent need to train more English teachers to meet various demands. (5) F3 students in the 'band 2' level are still not adequately prepared to learn humanity subjects effectively using English. (6) Teachers in experimental schools do not encounter much difficulty in adopting Chinese as the medium of instruction.

Abstract

Effectiveness of four instructional conditions for teaching 18 English target words in a 35-min session to Cantonese-speaking Chinese students in Hong Kong was examined in two experiments. The four conditions were: (a) The context method which placed the target word in a linguistic context exemplifying its meaning, (b) the keyword method which provided a Cantonese sound similar to the target English word and a picture showing the referent of the target word and that of the Cantonese keyword interacting with each other, (c) the context + keyword method which applied both strategies a and b, and (d) rote-memory control. In Experiment 1 with 101 low-ability subjects in Form 4, the keyword method and the context + keyword method were found to be effective in enhancement of immediate recall and delayed recall two weeks and ten weeks after initial acquisition. Retention rates in conditions b and c were better than those in conditions a and d. In Experiment 2, a comprehension subtest of a standardized English examination was used to categorize 240 Form 3 subjects from 8 classes of 2 schools into high- and low-ability groups. Analysis with a 4 (conditions) × 2 (abilities) × 2 (immediate test and 2 weeks' delayed test) ANOVA with repeated measures indicated condition by ability interaction. High-ability subjects did not differ significantly in either of the tests; but in the delayed test, low-ability context + keyword subjects outperformed the context subjects and the control subjects, and keyword subjects outperformed the context subjects. Retention rates of low-ability subjects in conditions b and c were better than those in conditions a and d at both levels of ability. The keyword method proved to be a potential effective mnemonic aid in a classroom situation to supplement the context method in vocabulary instruction to low-ability Chinese learners of English as a second language, and it has the potential to minimize the difference between high- and low-ability learners.

Abstract

This study is an investigation into a new cooperative approach to curriculum planning which involoves teacher and student participation. The students go through a simulation process of syllabus planning in which they devise their own learning programme. The results show that given the freedom and appropriate encouragement, the students are able to construct and organize the actual subject content and activities of a learning programme. It is shown that the success of this approach is largely determined by the maturity and enthusiasm of the students and by the aims of the learning programme. The results also support the notion that students can play a positive role in curriculum planning.

Abstract

Along with other professions in the discipline of psychology, environmental psychologists are concerned with the problems of man and the environment, as much as with the optimal design of learning, working and living 'places'. However, only a minority of people know about the contribution of the field of environmental psychology and its potential capacity of application in a variety of contexts, let alone educational settings. This paper is an attempt to make the field known. This is done by exploring and expounding one of the more important models of environmental psychology — the three-component model of 'place', and the relevance as well as significance of this model and the field together in education. The three components, namely, activities, physical attributes and conceptions constituting a 'place' are thus examined in detail for such a purpose.

Abstract

It has been argued that organizational decentralization of educational management brings the follwing benefits: greater flexibility for principals to determine their school policies in line with their schools' particular circumstances; increased accountability of school principals; and improved educational efficiency (Lauglo & McLean, 1985; Brown, 1990; Weiler, 1989). However, the delegation of decision-making authority to school principals by government educational authorities is always somewhat selective. This article examines the independent schools scheme which was introduced in Singapore in 1987, as an example of organizational decentralization of educational management. Under this scheme, independent school principals receive greater autonomy in certain areas like the fixing of school fees, staff recruitment and student admission. However, the Ministry of Education continues to exert considerable direct and indirect control over these schools. This control is exercised in various ways such as heavy financial support, teacher training provisions, and certain curricular requirements.

摘要

本文將「達致教育目標」闡釋為「教育上的可欲的變遷」。然而，這變遷要是「可欲」的，則必須是結合著時代、環境、社會的情況和需求而訂定的；另一方面，它作為「變遷」，則必須包含著對達致可欲情況的途徑的思索。就前者而言，教統會的《香港學校教育的目標》的諮詢擬稿並無提出比較研究及本地情況的研究以作論證支持；就後者而言，亦缺乏對所需的諮詢和執行該等目標的配合性機制提出意見。故總的來說，對達成「可欲的變遷」的原意，恐怕幫助不大。

Abstract

The paper begins with explicating the achieving of aims of education in terms of realization of 'desirable changes in education'. With this theoretical backdrop, two requirements on a document setting out formally views on the aims of education are implicated: (1) The document must give regard to the social, cultural, and political contexts of the society to which the aims are marked out for, so as to ensure that changes targeted at are desirable, and (2) it must include discussions on ways to secure these changes. Unfortunately, both aspects are neglected by the Education Commission's School Education in Hong Kong: A Statement of Aims. Firstly, it does not cite any comparative studies or scholarly investigations processes which are essential for inducing the desirable changes proposed. We, therefore, do not expect the document to be particularly efficacious in prescribing directions for desirable changes in education in Hong Kong.

摘要

八十年代初年推出的中三評核試在眾多反對聲中取消，其後教育署委任的工作小組和民間人仕的一些取代中三評核試的建議被接納和實行，本文指出目前取代中三評核試後的各方案在理論上都有問題，應該從速修正。

Abstract

Due to the strong objection from the society, the JSEA Scaling Test which was put in practice in 1981 was abolished after 1987. The MER & SSPA standard score method were accepted to replace the scaling test. However, the author pointed out both methods had serious drawbacks which must be modified or replaced as soon as possible.

摘要

目前語文教學的缺點在於一、只見樹木不見森林，二、教一篇就是一篇，三、重教不重學，四、統一課程，欠缺靈活性，五、課文與生活不結合。理想的語文教學應該一、強調整體觀念，二、深入鑽研教材，三、突出重點，四、啟發思考，五、強調自學。透過教師的講解，讓學生感受到語文教學的聲與色。

Abstract

Certain noticeable inadequacies of Chinese Language Teaching are listed as follows: 1. Preoccupy with the part but overlook the whole. 2. Focus on independent and in-depth study of one theme without relating to other relevant aspects. 3. Subject-oriented rather than student-centred approach. 4. A rigid and inflexible syllabus without catering to individuals' needs. 5. The subject matter does not have enough relevance to students' real life situations. The suggested solution of the aboved problems are as follows: 1. It should have more emphasis on the macro aspect towards Chinese Language Teaching. 2. Teachers should equip themselves with a more comprehensive knowledge of the subject matter. 3. Teachers should highlight certain pivotal points in the teaching objective of each lesson. 4. Teachers should encourage divergent thinking in the learning of students. 5. Teachers should enhance the students' ability of independent learning. 6. Teachers' choice of diction should be varied and the command of vocabulary should be rich and impressive.

Abstract

Since its first release in 1988, Mathematica has become an important computing tool for tens of thousands of teachers and students — from secondary school to graduate school — in the United States. Its applications encompass all areas of mathematics, science, education, and business where quantitative methods are used. This article gives an introduction to Mathematica, shows its usefulness as an aid in teaching, and describes some of its features and limitations under the Windows environment.