Abstract

Gratitude interventions were introduced as a viable option in the treatment of choice for the long-term caring of surviving schoolchildren in the aftermath of the Sichuan earthquake. Support for this contention was considered through an overview of the conceptualization and assessment of gratitude, the research on the cultivation and practice of gratitude, and the suitability of the application of gratitude interventions in the Chinese cultural context. The call for research on the effectiveness of gratitude interventions for Chinese schoolchildren in the aftermath of disaster is emphasized.

Keywords: gratitude; intervention; disaster; Chinese

Abstract

Recent researchers have pointed out that designers should not only be able to solve problems, but also to find and identify them. Many design curriculum publications and syllabi also have unequivocally indicated that design students should be able to identify and state clearly the needs and opportunities for design activities through investigation of the contexts of home, school, recreation, community, business and industry. However, “problem finding” is still a deficient area in Hong Kong design curricula. By conducting a comprehensive review on the development of design education at secondary and tertiary levels of Hong Kong, this paper traces the changes in the objectives and learning activities within design education, and identifies the reasons behind them. By identifying the critical changes in the nature and requirements for jobs, social matters and educational objectives, this paper further urges the need to nurture the problem-finding capability of design students.

Keywords: problem finding; design curriculum; educational change

Abstract

Linear algebra is generally considered by students as being abstract and boring because of its irrelevance to daily life, and it caused a negative attitude and a general failure among the students. In line with this point of view, the aim of this study is to define the reasons why students fail in learning linear algebra. In the research, 50 students who failed in three semesters consecutively have been observed for three years among a total of 280 students who took Linear Algebra II lesson in the Department of Primary School Mathematics Teaching, Kazım Karabekir Education Faculty, Atatürk University. In this course, data has been collected from answers given by the students to questions asked in the exams and from interviews made with the students. Based on the assessment of the students’ exam papers and the results obtained from the conducted interviews, it has been observed that students do not have difficulty in learning the concepts, definitions and formulas related to linear algebra and operational information, but they experience difficulties in the implementations of the definitions and the concepts that they have learned.

Keywords: linear algebra; conceptual knowledge; procedural knowledge

Abstract

The aim of the present study is to examine the characteristics of the creative organizational climate of Chinese schools, teachers’ general self-efficacy, creativity self-efficacy and cultural efficacy of own culture and to analyse the relations between these four core variables. Our analyses revealed significant teaching duration differences, age differences and a significant two-way school × teaching subject interaction in creative organizational climate as well as significant gender difference in general self-efficacy. Results of a path analysis revealed significant path coefficients were from creative organizational climate to cultural efficacy of own culture, general self-efficacy, from general self-efficacy to cultural efficacy of own culture and creativity self-efficacy, and from cultural efficacy of own culture to creativity self-efficacy. Analyses only revealed evidence for an indirect pathway from creative organizational climate to creativity self-efficacy. Results suggest the development of interventions to increase creative organizational climate and enhance general self-efficacy in educational practices.

Keywords: creative organizational climate; general self-efficacy; creativity self-efficacy; cultural efficacy

摘要

香港自成立課程發展處後，推行了多項課程改革，其中以1994年推行的校本課程剪裁試驗計劃較受教育界的支持。本文嘗試探討此試驗計劃推行具成效的原因。研究發現，「人」仍是課程實施的關鍵。其次，試驗計劃顯示參與者能集中注意科目內容及教學，使效果更為理想。第三，課程實施必須考慮其脈絡，尤其是實踐者的經驗和實施對象的接受程度。本文強調，要持續課程改革，教育工作者必須於過程中不斷調適課程。然而，調適課程離不開一個重要的條件：願意而具備知識的實踐者。

關鍵詞：課程改革；實施者；課程剪裁

Abstract

Since the establishment of the Curriculum Development Institute, it has implemented a number of reforms. Among these, the implementation of the pilot School-based Curriculum Tailoring Scheme was well-supported by the educators. The purpose of this article is to inquire into the key factors for its successful implementation. First, “people” are the key for curriculum implementation. Second, pilot scheme shows that participants focusing on subject content and teaching of the reform can help to assure the effectiveness of the reform. Finally, to implement the curriculum effectively, we need to consider the context, including the practitioners’ experiences and their receptivity of the reform. The author emphasizes that, in the process of reform, educators need to adapt the curriculum continuously. However, the key for this adaptation is: practitioners that are willing and have knowledge.

摘要

本行動研究旨在探討混合式課程如網路自學與傳統課堂學習的成效。導師先上載學習材料，規定學生上網學習，然後應用在課堂的情境對話中。多元化資料蒐集包括教學日誌、會議紀錄、諍友觀課、問卷調查及半結構式晤談。研究結果肯定混合式課程的效能：培養學生的自學能力、改變其學習觀念、營造良好的語言實踐環境、加強學習的互動性。研究指出學習成效的關鍵，在於教師的課程設計，從行動中反思並能調適教學，最終促使學習趨向自主化。

關鍵詞：網路學習；情境對話；行動研究；粵語學習

Abstract

This action research was designed with an objective to examine the effectiveness of a Cantonese curriculum with a hybrid format, including online self learning and traditional face-to-face classroom. Course materials were developed and uploaded to the World Wide Web for self learning prior to students’ engagement in situational conversations, practicing Cantonese with their peers in class. Various sources of data were collected including teacher’s journals, minutes of meetings, critical friend’s class visits, questionnaires and semi-structured interviews. The finding affirms the positive effectiveness of the hybrid curriculum. Students’ self learning skills have been developed, their learning conceptions have been altered and favorable language learning environment with social interaction has been created. It is highlighted that the teacher plays a significant role in curriculum design, her reflection-in-action and adaptive pedagogy has engendered a move to autonomous learning.

摘要

本文認為中國人對幽默一向態度曖昧，並就此做了一個研究，選取了香港及呼和浩特337名大學生作為被試。結果表明：（1）兩地被試都認為幽默非常重要，但自評不夠幽默；（2）男生自評幽默水準高於女生自評幽默水準；（3）幽默最重要的前10位因素根本不同於中國人人格中最重要的前10位因素；（4）大學生對幽默特質的評價比對中國人人格特質的認知評價要積極得多；（5）幽默代表人物大多是喜劇演員。最後，本文探討了上述研究的意義。

關鍵詞：幽默；中國文化；中國人人格；中國大學生；儒家思想

Abstract

This paper proposes that Chinese people have traditionally been ambivalent about humor in the following three manners: (1) they tend to value humor but consider themselves lacking humor, (2) being humorous is not associated with being an orthodox Chinese, (3) humor is important but not for everyone. The paper also proposes that the Chinese ambivalence toward humor is largely due to an appreciation-despising complex about humor that is deep-rooted in Chinese culture. To verify this, this author conducted a survey study among a sample of 337 undergraduates in Hong Kong and Huhehot. Results show that (1) participants all rated highly on importance of humor but low on perception of self humor, (2) male students considered themselves to be more humorous than female students, (3) the top ten important characteristics for humor are fundamentally different from the top ten characteristics important for Chinese personality, (4) perception of humor is more positive than that of the Chinese personality. The paper concludes with a discussion of the psycho-social implications of the present findings on studies and enhancement of humor in Chinese society as well on some thoughts on further directions of research.