摘要

本研究嘗試從組織心理學的觀點，初步探討本港教師對學校組織變革的態度，希望有助於尋找推行變革的策略及方法，並促進有關組織變革的研究。結果顯示：教師若對一般組織變革抱持正面的態度，具有凡事在我的精神，而覺知到學校權力過度集中的話，會較關注學校管理新措施的推行；及其對教師專業的影響。此外，研究亦指出教師若覺知學校具有清晰的目標及共同的信念，會較傾向關注新措施對學校組織的影響。

Abstract

From the perspective of organizational psychology, this paper aims at investigating teacher attitudes towards organizational change in school. The findings suggest that teachers may be more concerned with the implementation of the management reform "School Management Initiative" and its impacts on teacher professionalism if they have a positive attitude towards general school change, a strong feeling of self-efficacy and a perception of high centralization existing in their schools. Also teachers who have a perception of clear goals and beliefs shared in their schools, they tend to be more concerned with the influence of School Management Initiative on their school organizations. The findings may contribute to development of change strategies and further research on organizational change.

摘要

本研究運用實驗法對5.5–6歲的74名學前班兒童進行追蹤研究，這些兒童是來自兩個一級一類幼兒園各自的大班。他們的年齡、家庭和教育條件等方面大致是相等的。把其中一個班確定為實驗班，把另一個班確定為對照班。對實驗班兒童施行為期一年的數學實驗課教學。實驗結果表明：（一）兒童學習數學的自信心可以通過在學習中不斷獲得成功的體驗來提高，而這種成功的體驗來自於特定的課程設計，（二）兒童學習數學自信心必須經過較長時間的培養，在這一過程中，使其對學習成績的成功體驗逐步概化到對學習能力的成功體驗後，自信心才能獲得相對的穩定性，（三）教師的期望對兒童自信心的提高可能有一定的效應。

Abstract

In this experiment 74 children of 5.5–6 years of age were studied for one year. These children came from two 5 to 6-year-old class in different kindergartens. Their ages, family and kindergarten's condition are the same. One class was fixed as the experimental class, the other was fixed as the comparative class. Different mathematics content and method were used in these two classes for one year. The result shows that (1) children's self-confidence in studying mathematics can be improved by obtaining constantly successful experience. This experience came from special course design. (2) Children's self-confidence must be fostered for a long time. In the course, after the children's successful experience of their study result is gradually generalized into successful experience of study ability, their self-confidence can be relatively stable. (3) Teachers' expectation may affect children's self-confidence.

Abstract

The present study examines Krashen's theory of second language acquisition through the implementation of an extensive reading scheme. By allowing learners to choose books at their level of language proficiency, by giving them time to read on their own, it was assumed that comprehensible input was provided in a low affective filter environment, thus satisfying the two essential factors in Krashen's Input Hypothesis. 1351 secondary students were used as subjects either in a year-long reading scheme or in a summer reading programme. Results indicated that Krashen's theory was only partially supported. There were significant gains in the experimental group in vocabulary recognition, listening comprehension and reading speed, but no superior comparison over the control group in reading comprehension and writing.

Abstract

The rising tide of adolescent suicide as a problem must be carefully addressed by the school. In reviewing the current knowledge base, certain programmatic response plans can be deduced. Apart from serving as liaison for adolescents, families, and outside professional help, and mobilizing support and community resources, the school has a definite role to play in prevention, (suicide education and identification of at-risk adolescents), in early intervention, (initial risk assessment, reducing lethality, and providing support and psychological first aid), and in postvention (attending to bereaved survivors and containing suicide clusters).

Abstract

Recent reconceptualizations of disabilities and criticisms of special education in western societies are presented. The main problems of special education services and provisions operated under the dual-system of education have been criticized from social, ethical, practical, theoretical and meta-theoretical perspectives. The reform of special education has been suggested in relation to the current paradigm transformation in physical and social sciences. Various proposals to unify services and professionals are reviewed. Implications for the Hong Kong education system and teacher-eduation are discussed.

Abstract

The business world is becoming increasingly complex and is facing new and greater challenges in the 1990s. The accounting profession, a key profession in modern business society, will have to meet these challenges. Given the fluidity of events, the accounting education programme needs to provide new skills and knowledge to accounting graduates who enter the profession. This paper, in a survey of practitioners and accounting executives in Hong Kong, explores how accounting education can be improved to effectively train professionals to meet the challenges in the 1990s. The survey findings may help to shed some light on how to bridge the expectation gap between the accounting professionals in the business world and accounting academics on the adequacy of current accounting education programmes.

Abstract

According to the IEA Second International Science Study, Hong Kong ranks amongst the top positions in science achievement at the Sixth Form matriculation level (grade 12 and 13). However, the criteria used in determining what to teach on a day-to-day basis, teaching and assessment methods deployed by the science teachers remain rather traditional and didactic in nature. To improve the quality of the teaching profession in accordance with well-founded principles, espoused by the Education Commission, a model of teacher education and professional development which is constructivist and moralistic in nature is required. It is argued that Sixth Form science education should be one which assists our students to become human and cognisant, both for personal development and career preparation.

摘要

一套良好的課程設計，第一必須全面考慮有關課程設計的基礎因素，這些因素包括學習者特性、社會、政治、經濟、文化、教育……等因素的變化。第二，要周詳地處理各個課程要素和理順它們之間的關係。第三，考慮和提出具體實施方法。本文嘗試從上述各方面分析和評估香港教育署在1992年發表的小學、中學和中六三份課程指引的內容。

Abstract

This paper tries to analyze and evaluate three of the Curriculum Guides issued by the Education Department in 1992. The analysis is divided into three parts based on three dimensions. First, the foundations of the curriculum such as social, political, economic, cultural, and educational factors that have been discussed in the Guides are inquired. The second part is on the characteristics of the curriculum elements and the relationships among them. Lastly, the strategy of implementation proposed in these documents is discussed.

Abstract

It is generally accepted that musicians should have early training in musical performance and other aspects of the discipline in order to become secure professionals. The purpose of this paper was to review the music education/ learning opportunities available in Hong Kong for students considering careers in music or music related fields. The study shows that music learning opportunities in Hong Kong can be characterized as a pyramid without a mid-section. There is a substantial base created by parental commitment to providing music lessons for their children; children's choirs; a large private lesson teacher pool; Royal Schools of Music Examinations; the Music Office; and a primary school music syllabus. The pyramid has a clearly defined pinnacle in the university level courses in music at the Chinese University of Hong Kong, Hong Kong Baptist College, and Hong Kong University and the conservatory studies at the Academy for Performing Arts. However, there is no middle section of consequence in the pyramid. As a result, students without parental support for private lessons have few opportunities to continue a serious musical interest between primary school and university or conservatory.

Abstract

Over the past decade, Science-Technology-Society (STS) has become a major focus in science/physics education worldwide. This has arisen from a widespread recognition that science should be taught in the meaningful context of technology and society. This paper discusses the background of the STS development, STS aims and curriculum emphases, the different modes of STS courses and the range of teaching/learning strategies recommended for teaching STS. As an illustration, the paper describes some locally developed STS curriculum materials in school physics.