摘要

在傳統的精批細改中，教師用力多，但收效並不理想。一般來說，批改一篇作文約需10至15分鐘，教師的批語長約20至60字。另一方面，人們說話 的速度每分鐘約200字。如果把用書面批改作文的時間用來進行「錄音批改作文」 ，則每10分鐘可說2,000字。教師將可有效地利用這 「兩千個」 字 指導學生改進寫作水平。教師可透過錄音帶詳細指出學生在作文中的優點及缺點，並可提出具體的改善方法。教師亦可透過錄音帶與學生溝通，藉 以達到「個別化」 寫作指導的教學目的 ; 更可透過錄音帶與學生溝通，增 加親切感，藉以鼓勵學生寫作。本研究以中三學生為研究對象，利用 One-way ANCOVA統計分析。實驗証明，利用錄音帶批改作文，不但可增 加學生佈局謀篇的能力，更可提高學生整體的寫作水平。

Abstract

Traditional intensive correcting is not effective even though teachers spend much time on it. As correction is an important part in learning writing, it should be done by students themselves. Human beings speak about 200 words per minute, that means 1,000 words can be completed in five minutes. If teachers spend the same amount of time in traditional correction with correcting composition through cassette tape, they can make use of thousands of words to guide and improve students' writing techniques effectively. The research is carried out in the third form of a secondary school with average academic result. Correcting composition through cassette tapes is adopted. Analysis by one-way ANCOVA is chosen to sum up the data. The result shows that the experimental group of students perform better in constructing their writing and attain higher total marks. Correcting composition by cassette tape is proved to be an effective method in teaching writing.

Abstract

As a form of school-based management (SBM), the School Management Initiative (SMI) reform in Hong Kong provides a framework for more teacher participation in decision making. This exploratory study aimed to provide a preliminary investigation of the characteristics of participative decision making in schools after implementing the SMI scheme by using a 3-dimensional model and both quantitative and qualitative methods. There were two SMI schools, two principals, and 105 teachers involved in the study.

The findings revealed a deprivation state in decision making regarding issues of managerial and technical domains at individual, group and school levels in the sampled schools, but teachers in general had shown a positive attitude towards the opportunities for more participation provided with the implementation of the SMI scheme. Also there were strong interactions between decision domains and levels of decision issues in predicting teacherparticipation discrepancies. The characteristics of participation patterns revealed are interesting and can provide useful information for facilitating implementation of the SMI scheme and teacher participation in decision making. The findings support the usefulness of the 3-dimensional model in studying the patterns of participation in a larger sample of SBM schools, if not all, in both local and international contexts.

Abstract

This paper reports the findings of a large-scale investigation into the implementation of Hong Kong's communicative English language curriculum at secondary level. The paper focuses on the roles that Hong Kong teachers and learners play in the instructional process, and the impact of these roles on the patterns of interaction and the nature of language use in the classroom. When the secondary English curriculum was introduced over a decade ago, it was hoped that the adoption of the communicative approach would provide students with greater opportunities for meaningful language use than the existing oral-structural approach. However, the findings of this study, which are derived from 300 students who between them attended 41% of the territory's secondary schools, indicate that the communicative curriculum has had a minimal impact on the Hong Kong English language classroom. Power, authority and control continue to be in the hands of the teacher. Teachers still appear to favor a didactic, transmissional style of teaching, while the students' main classroom role seems to involve listening to the teacher and working individually on examination-focused exercises.

Abstract

Arithmetic in the primary curriculum has a minimum of two roles, namely establishing proficiency in arithmetic and perceptual thinking as a foundation for the learning of algebra. An analysis of three popular series of Hong Kong primary mathematics textbooks was conducted to give a preliminary picture of how the current curriculum contributes in these roles. Conventions and algebraic properties are distinguished in this paper. A procedural paradigm with an emphasis on learning computational conventions instrumentally is displayed. In addition, conventions and algebraic properties are not adequately explained or explored, and the choice of operation priority is driven by computational convenience. Some potential problems are identified. A shift of curriculum focus towards the promotion of a conceptual understanding of algebra and proceptual thinking is proposed.

摘要

傳統的教法設計（instructional design），廣義地說，是指通過目標分析而設 計出一定的教學程序和方法以保證特定目標的實現。顯然，教法設計是一定的教學理論或思想的集中體現，而其最終基礎則又直接涉及到關於學習 活動和知識本質的認識。為此，學習理論和知識觀的革命性變化就必然會導致教法設計基礎理論的重要變革。就世界範圍而言，教法設計理論現正 經歷者這樣的變革。對這一發展的特定背景、主要特徵和合理前景作出綜合的分析就是本文的主要內容。

Abstract

Generally speaking, traditional instructional design refers to the design of specific instructional methods and procedures based on the analysis of educational goals and targets, so that the attainment of specific targets can be guaranteed. Obviously, instructional design is a focused manifestation of specific educational theories and thoughts, and its ultimate foundation pertains directly to the understanding of the nature of learning processes and of knowledge. For this reason, revolutionary changes in learning theories and epistemology will inevitably lead to crucial changes in the foundational theories of instructional design. Theories of instructional design are now experiencing such changes worldwide. This paper is an attempt to analyze the specific background, main characteristics, and feasible prospects of such changes.

摘要

本文首先探討未來教育的特色和香港教育須作出相應的改變，然後討論「學校－大學夥伴計劃」 的理念在改善學校教育質素所扮演的角 色，以及 介紹香港中文大學教育學院在「學校－大學夥伴計劃」 的初步經驗。

Abstract

This paper first explores the characteristics of education in the future and corresponding changes needed to be made for education in Hang Kong. Then the concept of School–University Partnership and its role in improving educational quality in schools are discussed. The initial experience of School–University Partnership projects organized by the Faculty of Education, The Chinese University of Hong Kong is introduced.

Abstract

Public policy in Brunei has placed high expectations on schooling and workplace training to develop the nation's human resources. In an effort to diversify the economy and render the country less dependent on the oil and gas industry, the government plans to prepare workers for newly created jobs in the industrial and commercial private sectors. Underlying the emphasis on human resource development (HRD) is a human capital paradigm embodying two key assumptions. Thefirst is that there is a direct relationship between the formation of the type of human capital needed in the economy and the teaching that schools provide. The second assumption is that Brunei firms are capable of taking advantage of the greater productive capacity of educated workers. Notwithstanding the degree to which either assumption is valid, the paper argues that if HRD is to be successful in the way the government intends, greater correspondence between formal education and the workplace may be desirable. Within this context, a rationale for reforms in both schooling and the workplace are put forward for discussion.

Abstract

This paper reviews three distinct research programs in the field of performance-based assessment. The common goal of these programs represented in this analysis was to understand the technical qualities of performance-based assessment, and to develop design strategies towards such a technology. Score variability was shown to be the major problem for the new form of assessment. A cluster of design strategies were developed in these research efforts to address this problem in particular domains: the use of discourse-specific assignments and task-specific scoring in writing assessment; the use of explanation tasks with the same format and criterion-performance-based scoring criteria in history assessment; and the use of hands-on tasks with the same structure and scoring systems in association with types of tasks in science assessment. Common threads linking these programs suggest a set of design strategies for future efforts to develop quality performance-based assessments. These include: employing task specifications to improve representativeness and comparability of performance tasks and generalizability of the resulting test scores; reframing the objects of measurement to gain fine-grained understanding of performance variation in relation to task demands; and using the theories about content domains being measured to guide decisions with approaches to the design of tasks and evaluative criteria.