摘要

本文嘗試從批判論角度探討不同類別的課程定義，在知識論和本體論兩個層面（即知識基礎及教學過程參與者的存在本質）加以分析及批判。作者認為在眾多的課程定義裏，以課程為解放經驗（達致賦權感）能使施教者和學習者平等地一起建構現實，因此較能符合教育的理想。

Abstract

This article examines various categories of curriculum definitions, in the light of epistemological and ontological assumptions, and from the perspective of critical theory. The writer contends, from the critical perspective, that curriculum as a liberating experience for individual and collective empowerment allows teachers and students to democratically construct and reconstruct reality and thus corresponds more closely to the ideals of education.

摘要

學者對於職業教育的功能有長久的討論，本文嘗試以職業教育的內在功能為重心，探討兩鎮職業教育的教師質素以及參與者的價值觀，以回應有關職業教育的爭論。對於兩鎮而言，現階段的所謂職業教育，應包括穩固的文化基礎知識、對工作世界的初步了解、工作態度的培養、專門的職業技術知識，尤其需要強調對於學生適應轉變能力的培養。兩鎮的職業中學教育由於師資不足，教師士氣不高，質素欠缺保證，社會地位偏低，為家長及學生輕視，內在功能未能充分發揮，所以其促進本地經濟發展的能力應受質疑。國家政策計劃在短期內對於職業教育再作大規模的擴展，有待進一步的檢討。

Abstract

This paper attempts to address a long-standing debate on the functions of vocational education. The scope of interest of the paper is the internal efficiency of vocational education, and its discussion is focused upon the quality of teachers and the value orientation of participants in vocational education. As far as the two rural towns are concerned, vocational education should afford students a strong literary and numerary knowledge base, a basic understanding of the world, a healthy attitude toward work, and relevant vocational knowledge and skills. In the context of the rapidly changing rural towns, vocational education should also nurture students who are highly adaptable to the varying demands of the changing workplace. However, such expectations are not met in programs offered in the two vocational secondary schools of the rural towns. The internal efficiency of vocational education is not high because of shortage of appropriately trained teachers, low staff morale, absence of quality assurance, and low socio-economic status of teachers. In the context of the rural towns, the efficacy of vocational education in developing the local economy is therefore questioned. The national policy to broadly expand vocational education (at the expense of general education) should be further deliberated and reviewed.

摘要

在篇章中，「觀念」聯繫的方法，可分為隱性的聯繫和顯性的聯繫。前者以意連為主，包括「遠程聯繫網絡」及「多元聯繫網絡」；後者以黏連為主，包括：省略、指稱、時間、連詞等。本研究主要是探討中一、中三、中五高成績組與低成績組學生在「顯性聯繫的測試」中的表現。研究結果顯示，不同班級高、低成績組學生在「省略聯繫」、「指稱聯繫」、「時間聯繫」和「連詞聯繫」方面的表現，都有顯著的差異。尤其是在連詞聯繫方面，連詞的使用是否恰當可作為區別優劣作文（學生）的一個重要指標。

Abstract

Coherence can be divided into Implicit Coherence and Explicit Coherence. The former mainly bases on idea, including "Distance Coherence Network" and "Multi-Coherence Network"; while the latter stresses cohesion, that is, ellipsis, referential, time, conjunctive and the like. The research aims to probe the different performance between high ability students and low ability students of S.1, S.3 & S.5 in the test of Explicit Coherence. The result showed that in whatever level, both groups of students did have distinctive difference in their performance of "Ellipsis Cohesion", "Referential Cohesion", "Time Cohesion" and "Conjunctive Cohesion". The appropriate use of "Conjunctive Cohesion", particularly, is also an accurate indicator of good writing.

摘要

普通話是中國政府的官方語言。九七之後的香港，普通話在政治、經濟和教育方面的影響力將不斷提高，是不爭的事實。本文回顧了普通話作為一個中小學自由開設的學科，在過去十年間的發展，並就語言規劃、語言環境、課程發展、教學實踐、師資培訓、語言能力和教學語言等多個角度，探討普通話作為一個學科與一個教學語言的未來路向。

本文本文為向教育統籌委員會語文能力工作小組提交的顧問報告書中的其中一個部分。其中一些建議給納入該小組的報告書內。

Abstract

Putonghua is the official language of the Chinese Government. There is no doubt that Putonghua will continuously increase its influence on various aspects, including politics, economy and education after 1997 in Hong Kong. This paper reviews the development of Putonghua as a subject voluntarily taught at secondary schools and primary schools in the past ten years. The future roles of Putonghua as a learning subject and as a medium of instruction are examined from different perspectives, such as its language planning, language environment, curriculum development, teaching practice, teacher education, language proficiency and teaching language.

This paper is an extract of the Consultancy Report submitted to the Working Group on Language Proficiency of the Education Commission. Some of the suggestions are included in the Report prepared by the Working Group.

Abstract

Encouraged by National Projects recognizing the importance of schools experimenting themselves with ways to improve learning and teaching, one high school implemented a program utilizing alternative structures as a means toward enhancing learning outcomes. This paper traces how a program for disinclined students was developed. The program was implemented and research undertaken to discover if the changes in work organization affected learning outcomes. This paper examines the program, how it came into being, its aims, how it was implemented, and its results. As well, the paper draws attention to long-term implications. It is postulated that in this post-modern era of education, current school structures are failing to meet the needs of many students. The paper argues that this need not be the case if teachers are supported in new ways.

Abstract

This paper tells the story of a historian-teacher educator who sees meanings and fluidity of the connections between academic history and school history. This story is about how the notion of "history in the making" became part of the lived experience of history teachers during the course of teacher education. The term "lore" is used because the author believes that the long tradition of acquiring knowledge from experience and its context should be respected. The concept of voice is employed for the articulation of the story because the author believes that history teachers and pupils alike should not be passive and voiceless subjects.

Abstract

A factor-analytic study of Diploma and Higher Diploma students in a Hong Kong vocational college yields a four-factor pattern of "Anxiety Towards Use of English", "Generalized Motivation to English Study", "Self-Reinforcing Motivation to Use of English", and "Orientation to Chinese Language". Analysis of variance on factor scores by course of study reveals a different pattern of perceptions and coping behaviors related to Chinese and English language usage in different courses, suggesting that students' language needs and preferences are in many cases more consistent with dual-medium English and Cantonese instruction than with an all-English medium of instruction.

Abstract

Following the implementation of Integrated Science in the junior secondary level in the 1970s, the local biology curriculum became more practical and inquiry-oriented and followed a functional approach in the study of living systems. Since then, the biology curriculum has undergone some significant changes. There has been a continual reduction in syllabus content through deletion of outdated topics and clarification of syllabus requirement. The problem of widespread practice of over-teaching has been attributed to teachers' negligence to syllabus revisions and misunderstanding of syllabus requirements. The aim of developing mastery of scientific processes and skills has not been successfully achieved, although the Certificate of Examination (CE) Biology Examination has increased its emphasis on students' understanding of scientific processes. To promote the development of scientific literacy, the syllabus includes some topics that have a direct relevance or application to the real world. This emphasis is also reflected in the CE Biology questions. To offset the deterioration of power of organization and expression in biology students, the CE Biology questions increase their demand on communication skills. Starting from 1995, bonus marks are awarded to answers that are well presented. Several directions for future curriculum development are formulated. These include reviewing the aims and objectives of biology education and translating them into the subject content.

Abstract

The development of computers in the last few decades has been described as "short but significant." Computers have become a part of our culture. Some educators even claim that computers are penetrating the way we learn and communicate. With the promotion of Computer-assisted Instruction (or CAI) and Computer-assisted Learning (or CAL) in education, together with the improvement of the quality of both hardware and soft-ware, computers have been considered useful in promoting learning among children who have special educational needs (or SEN pupils). This paper sets out first to study briefly the rationale for providing special education in the Hong Kong situation. Then, it discusses the background facilitating the use of computers for special educational needs. The focus of the study is on assessing the existing factors that affect the accessibility to microcomputers for users (teachers and SEN pupils). It is hoped that this paper will stimulate readers (especially Hong Kong special educators) to further enhance the existing practice in the use of computers in meeting special educational needs. Ultimately, both students and educators will benefit because computers can effectively help learners to learn and educators to educate.