Abstract

The 21st century will require individuals to cope with rapid change in many arenas of life. Along with the teaching of the traditional knowledge base, Asian educators need to help students learn how to manage change and the stress it can bring. The development of pupils' "emotional intelligence" in addition to traditional cognitive skills will be an important factor in producing adaptable, successful, and productive citizens. In Singapore, a programme aimed at developing pupils' personal and social skills was established in the late 1980's and has recently evolved into "Affective and Career Education" with an emphasis on the teaching of life skills. This paper will briefly trace the history of Singapore's personal and social education programme (called Pastoral Care and Career Guidance) and detail the components and rationale for the new initiative called "Affective and Career Education".

Abstract

In Japan, as in many other parts of Asia, internationalization is an issue that has been the focus of great interest and debate throughout the nineties. This is as true in education as in other spheres of social life. It is natural that school curricula respond to and shape the progress of movements such as internationalization. In this interaction between educational curricula and the social, political and economic contexts in which they exist, the knowledge base being taught and learned in schools gradually changes.

In 1989, the Japanese Ministry of Education, Science and Culture (Monbusho) published a set of reforms, which began to take effect in elementary schools from April 1992, junior high schools from April 1993 and senior high schools between April 1994 and 1996. One of the points stressed in these reforms was the need to develop and promote internationalization throughout the education system, in all areas of the curriculum.

This paper will examine how internationalization is interpreted and promoted by Monbusho through the school curriculum. Throughout the paper, the focus is on Japan, but examples from other educational systems are also used to provide a comparative element. In the first part of the paper, data from Monbusho documents and school textbooks (which have to be approved for use by Monbusho) will be used to explore the knowledge base of the world which is being presented to Japanese students at elementary and junior high school. This knowledge base, insofar as it provides the foundations for the construction of students' ways of seeing and thinking about the world, is an important key to the understanding of internationalization in Japanese education. In the second part of the paper, four issues relating to internationalization in school curriculum — the timing of world knowledge, foreign language education, academic rationalism and citizens

Abstract

This paper discusses the role of knowledge and education in the development of Hong Kong and Shanghai in light of the recent economic crisis in the East Asian region. The basic assumption is that education can play a facilitating role in societal development as it is rested on a strong and relevant knowledge base that can inform policies. Four major issues in educational development are illuminated in the discussion — quality and equality, relevance of education, policy-making, knowledge production and utilization. It is argued that education's role as facilitator of development is frequently undermined by the poverty of knowledge, the inability of educators to avail a broad knowledge base to policy-making, and the constraints on knowledge creation and utilization. Because of these weaknesses, structural problems in the education systems have been allowed to perpetuate, thus limiting the developmental capabilities of both cities in the new information age.

Abstract

This article explores the factors that influence the educational attainment of Korean adolescents, from primary school age to adulthood. The first part of this presentation articulates the theoretical and conceptual frameworks by outlining the cross-cultural model. In this model, cross-cultural differences between Western societies and East Asian societies are delineated. In Western societies, liberal moral-political values emphasize individuals' rights to freely choose their own goals. In contrast, Confucianism in East Asia emphasizes collective good and harmony, coupled with self-cultivational and self-regulation. The second part of this article outlines the factors that influence the value and behavior orientation of adolescents, focussing specifically on the influence of Korean society, family, and school. The third section of this paper reviews four empirical studies on academic achievement of Korean adolescents. The final section discusses the future challenges that Korean society faces and the need to fundamentally change the educational structure in order to meet the challenges of the 21st century.

Abstract

Is there a need to restructure the knowledge base of education in Asia? Have our education systems not served us well? The past two decades have seen most countries in Asia showing impressive economic growth and social development. This has often been attributed to our students doing well in examinations and integrating successfully into a disciplined workforce.

However, as we approach the close of the 20th century, globalization and the accelerated pace of technological development with accompanying socio-political and cultural changes, make it imperative for our educational systems to broaden the focus beyond examination results and discipline. The future workforce will require creative and critical thinkers. Globalization poses new economic challenges especially the mobility of trained labor and those with entrepreneurial skills. The power of information and communication technology has already and will continue to dramatically alter the workplace.

How is the education system to respond? What parts of old knowledge are still relevant? What are the building blocks of the new knowledge base? There are probably no Pan-Asian answers to this issue, but if Asia is to continue to thrive, we have to equip our teachers with the necessary mindsets and skills to put in place new teaching and assessment methodologies that will help nurture among our students the need for life-long learning, creativity and innovation, values, effective communication skills, and confidence in themselves and their future.

Abstract

That education requires epistemology is beyond doubt. The problem lies instead in what epistemology is required by education, and how and why, and in what contexts (e.g., in the Asian contexts). Exploring three epistemologies of education from the axiological perspective, this paper discusses three forms of desirability of knowledge as exemplified in three types of knowledge in educational contexts, taking university education and teacher education as two illustrative examples. Firstly, it explores liberal education on theoretical knowledge and its intrinsic desirability, showing its being overshadowed by the "Intellectualist epistemology" of the Greek legacy. Secondly, it explores vocational education on technical knowledge and its instrumental desirability, showing its being over-shadowed by the "Instrumentalist epistemology" of the industrialization legacy. It then argues that, although both trends and their underlying educational epistemologies may have their own contexts, both have undermined the very importance of intellectual qualities, which serve as the constitutive base by which both are made valid. As a conclusion, the paper calls for the restructuring of education to be based more on practical knowledge and its constitutive desirability, and, in effect, for the restructuring of knowledge-based education into "quality-based education" in which intellectual qualities — basic qualities of which to be embodied in the following highly contextualized and practical sorts of knowledge: (1) knowledge of the good (values and ends), (2) self-knowledge and (3) problem-solving knowledge — should be given more emphasis.

Abstract

It is argued that being a youth is not a static and homogeneous stage for all young people. Without an understanding of the social processes where they locate themselves within relations of age and generation as well as social divisions of class and gender, no valid knowledge about them can be generated. A search on keywords of "youth, students, Hong Kong" from the libraries of local tertiary institutions yielded 773 entries as a common source of "knowledge" on youth in Hong Kong. Spanning from 1949 to 1997, 34% of these studies were initiated by non-government organization to examine the youth's social and political awareness, service need of the youth and youth culture. Studies published by academic journals (27%), the second largest group of studies, however, tended to focus on their developmental and schooling processes. A meta-analytical approach was used to find out how the needs, values and experiences of the youth within a specific historical epoch are socially mediated or constructed. In posing young people as a social problem, studies tended to assume that there is a minority who are at risk and require institutional help to bring them into line. In treating the youth as subjects for identifying their needs and concerns, most studies failed to take into account how social, economic and political forces have mediated their behavior and values as individuals and as a group. While the experience and meaning of being a youth is changing over time, the conception about youth for institutional and policy purposes has not changed much. Without removing the misconception about youth, a "valid" knowledge base about them cannot be established. Such a knowledge base is essential to developing the kind of education that is capable of helping the youth to fulfill individual aspirations as well as to meet the challenges of societal development.

摘要

戰後五十多年，中國大陸、台灣、香港和澳門這四個華人地區均經歷了巨大的社會政治變化。這些社會政治變化又如何影響這些公民教育的面貌呢？本文將分別敘述戰後這四個華人地區的社會政治情況和公民教育，以及近年的變化。本文並會針對正規課程的提供、課程目標和範圍方面來分析這四地公民教育中國家民族教育和民主教育的元素。

Abstract

The four Chinese societies across the Taiwan Straits (Chinese Mainland, Taiwan, Hong Kong, and Macau) have undergone significant social and political changes after the Second World War. How have these changes affected the shaping of civic education in these places? This article depicts the socio-political situations and civic education of the four places in the post-war era and their recent changes. It analyzes the elements of nationalistic education and democratic education focussing on the provision, objectives, and scope of the formal curriculum relating to civic education in these places.

摘要

亞洲絕大部分國家的學校教育制度的發展在不同程度上由篩選的性質轉變為普及的性質。學校教育的最重要目的，即學生的學習，出現了各式各樣的問題。為要了解這些問題，我們一定要對在篩選與普及教育下教師的教學與因此出現的學生學習的本質作出客觀而系統的分析和區分，並以此為基礎全面再建構課程、教學、教師教育等各類學校教育的知識。

本文先分析教育的「知識基礎」這個概念，隨著展示探討兩種教育制度本質的方法和歷程，從學習者的個別差異和學習動機分析，在兩種制度下教師與學生的教與學本質的分別，然後以這些分析結合著「知識基礎」的特徵作出初步的探討作結。

Abstract

The nature of education systems in most Asian countries has been developing a various stages from selective to universal. Students' learning, which is the most important goal of schooling, faces a lot of problems. In order to understand these problems, objective and systematic analysis of the distinctive nature of teaching and learning between selective schooling and universal schooling should be undertaken. Based on the above findings, the knowledge base of restructuring curriculum, teaching and teacher education can be developed.

The concept of "knowledge base" in education is being analyzed in the first part of the paper. The second section of the paper is devoted to the description of the process and methods of inquiry into the nature of selective and universal schooling. Based on the analysis of the differential treatment of learners' individual differences and motivations of the two kinds of schooling, the distinctive nature of teaching and learning is being delineated. The paper concluded with a synthesis of the above findings and the characteristics of "knowledge base".

摘要

好的「批改錄音」能幫助學生把文章改好，首先是因為它為學生明確了修改的「目標」。好的「錄音批語」不是批改一些如錯字錯句之類的小問題，而是抓住主題、脈絡這些方向性的大問題，使學生按照這個方向去修改，使文章的主題變得比較鮮明，布局變得更為合理，從而使整篇文章的面貌改觀。「錄音批語」之所以能幫助學生修改好作文，原因還在於，「錄音批語」使學生明確了「讀者」的要求，明確了作者和讀者的關係。本研究以中一學生為研究對象，利用one-way ANCOVA統計分析。實驗證明，利用錄音帶批改作文，可有效地提高學生的寫作水平。

Abstract

Good "cassette tape marking" can help revise students' compositions, because they can show to the student the "goal" of revision. Good "cassette tape commentary" do not comment on minor linguistic errors such as wrong words or wrong sentence structure. Instead, such comments focus on macro linguistic errors such as theme and the overall structure of the composition, so that the student can revise his writing to these directions. As a result, the student's writing can have a clearer theme and a more logical structure so that the whole piece can be improved. Another reason "cassette tape commentary" can help improve students' compositions is that it exemplifies the relationship between the writer and the reader so that the student can have a better grasp of the reader's expectation.

The present study uses Form 1 Chinese Mainland students as subjects. One-way ANCOVA results indicated that "cassette tape marking" can significantly raise students' writing performance.

摘要

本文嘗試探討如何透過家長參與，調動家庭與學校的「文化資本」及「社會資本」促進學生的學習。西方社會近年的教育改革的發現，家長是重要的教育資源，有效地調動這寶貴資源，將有助促進及改善個別學生的學業成績、自尊感及學生行為，更可提高整體學校效能。香港及亞洲等地從教育行政及教育社會學的角度來進行「家長參與子女教育」的研究甚少，最近香港中文大學完成的學校效能研究發現：學生的家庭背景是影響學生學習的最重要因素，研究學者更建議香港需要更廣泛地開展家校合作的研究及實踐工作。

就傳統的教育社會學而言，父母參與子女的教育往往存在明顯的社會階層差異，這差異通常以兩種理論解釋：從個人層面理解的「家庭缺失論」與從制度層面批判的「教育機構歧視論」。本文旨在剖析這兩種理論所包含的邏輯，並採用布德奧（Bourdieu）的「文化資本」及科爾曼（Coleman）的「社會資本」概念，分析家庭及學校因素如何影響低下階層家長對子女教育的參與程度；並比較不同類型的資本（capital）對學生學習成效的影響。本文試圖探討在以往研究中，採用這些理念的一些弱點與限制，並嘗試採用這些概念來研究香港的家長在調動家庭資源及家校合作上與學生學業成效的關係，從而對香港與亞洲開展對家長參與的政策及研究，提出幾點建議。

Abstract

The purpose of this paper is to examine the contribution of parental involvement in the activation of cultural and social capital, which in turn affect children's learning outcomes. Over the past two decades, growing evidence in Western countries has shown that promoting parental involvement has significant benefits in mobilizing essential cultural and social resources for enhancing students' achievement, improving self-esteem, bettering students? behavior and learning habits, and lowering students' absenteeism and dropout rate. Parent represents a potentially cost-effective resource for public education, yet remains largely untapped especially in the Hong Kong and Asian educational systems. Recent school effectiveness study conducted in Hong Kong by Lo et al. (1996) also suggested that, in the light of the persistent effect of family social background on children's achievement, more work on home-school cooperation should be initiated in Hong Kong. Yet little has been done to investigate the concepts of cultural capital and social capital and appropriate these concepts in examining the nature and impact of parental involvement.

This paper provides insight useful to academics who are concerned with the potential application of Bourdieu’s concept of "cultural capital" and Coleman's concept of "social capital" in home-school studies. It also offers practical knowledge to policy makers, teachers, and parents in formulating policies and practices that would maximize the kinds of home and school resources for children's education.

摘要

由應試教育向質素教育轉軌是香港及上海教育發展的共同目標。從目的切合性、教育工作者的角色、公平及均等的考慮等度向觀之，兩地質素教育發展可謂譽參半。未能培養切合勞動市場需要的人才，應試教育取向，教師教育的質素，教師在教育決策過程中的參與不足，分流制度製造了更多的不公平，仍然是兩地基礎教育發展需要面對的問題。對於兩地而言，教育的質素應是指提供充足的全人發展的空間，延緩分流，減低考試壓力，關注教師專業的發展，更重要的是注意處於不利境況群體的教育需要。

Abstract

Transforming examination-oriented education into quality education is the common goal of educational development in Hong Kong and Shanghai. By examining three aspects of quality education: fitness for purpose, the role of educational practitioners, and the issues of equality and equity in education, the achievements of the two cities in developing quality education are depicted and the challenges that have been met are elucidated. Their education systems are confronted by problems on several fronts: incongruence between skills of their labor forces and requirements of the workplace, strong examination-oriented tendencies, weaknesses in teacher education, limited chances for teachers to participate in the decision-making process, and unequal opportunities exacerbated by the tracking system. Quality education in Hong Kong and Shanghai should afford an environment that is conducive to nurturing well-rounded persons by deferring the tracking of students, by controlling the pressure of examinations, by improving teachers' professionalism, and by paying more attention to the educational needs of the disadvantaged.

摘要

全球資訊網（WWW）的興起，激起教學模式的重大改變，本研究為一教學個案的介紹，敘述於一般教學過程中融入網路教學的方式與經驗，企圖找出融入網路整合教學的方式及其優缺點。融入之方式包括合作學習、建構理論、角色情境扮演的運用，並探討師生間的互動、學習成效及學生的態度之變化。研究發現經由融入合作學習、網頁建構及角色扮演於教學中的課程，學生有較高的學習動機與氣氛，學習成效良好。教學方式可採用師生協同方式進行。由於使用網路關係，需增加教師與學生在網路運用及網頁建構所需之知能。教師亦需在教學輔導、管理、評量增加知能。

Abstract

The purpose of this study is to find out the integrated style of networking instruction in a normal class. This study is conducted by the author in the course of "The Applications of Computer in Education" and 22 students were observed. Learning theories such as cooperative learning, constructivism theory and situated learning were integrated into the class. Learning outcome and students' learning attitude were examined.

The findings indicate that generating a learning homepage by teamwork and co-teaching by the instructor and students together increases students' learning motivation and improves learning atmosphere and learning outcome. For better outcome, the instructor and students need to increase www-network related abilities. The instructor also needs to learn more about instruction counseling, instruction management, and evaluation skills.

摘要

本文將探討貴州石門坎花苗族群在二十世紀初，面對西方傳教士、國民政府和當地其他強勢族群時，如何通過宗教和教育的機制，建構和重構本土的族群認同和知識體系，並從中獲取政治、社會和文化上更多的資源和權力。從而揭示過去被整合於「中華民族」旗幟內的少數族群（ethnic minorities），需要被重新發掘和理解，以探究中國人文化身分的具體涵義，及拼合出構成現代民族國家的複雜歷史圖像。

Abstract

The objective of the article is not to decide who is "really" Miao, or to define a static, essential, primordial set of criteria for being a true Miao, but to identify what "Miao" has been meant in the Christian community in Shimenkan of Guizhou. Historically the Flowery Miao have constructed their identities by embracing Christianity in the early twentieth century and have had to reconstruct it after 1949. Dealing with the Western missionaries, the Chinese Republican government, and the local landlords, the Miao people in Shimenkan have attempted to reconcile both ethnic identity and Christian identity by developing education and the written language, which in turn signify them literately and culturally. Furthermore, the case of Shimenkan reveals the complicated process of integrating ethnic minorities into the "Chinese" family and the construction of a new nation-state during the Republican era.

Abstract

This article examines the adaptation strategies of teacher education curriculum to rapidly changing socio-political contexts in China in the reform era. The current challenges in Chinese primary and secondary education are imbuing new skills and values in students and accommodating individual differences in abilities and motivation among them. The main strategies employed are a new emphasis on the status and curricular time in educational studies and teaching practice, rethinking the organization of academic knowledge, and an expanded and more flexible curriculum structure. The experience has demonstrated the malleable nature of curriculum in the organizational aspects and the not-so-mutable nature in the cultural aspects of teaching. It also raises fundamental questions about teacher education curriculum in China and in general.

摘要

本文旨在透過教育知識性質、功能與類型的分析，探討教育知識國際化和本土化之間的衝突與統合。據以檢討近年來台灣教育研究之得失，進而展望建立亞洲觀點教育知識體系之可能性。就性質言，教育知識係一種專業的實踐性知識，其功能所涉及的不僅是制度化的教育，也涉及教育與社會交織而成的複雜社會情境。西方啟蒙運動以來，技術宰制性的知識，襲捲全球，教育研究亦然。試圖建構不涉及文化情境的知識體系，其結果喪失了教育宜植根於本土的實踐性性格，近年來台灣教育研究全盤西化之情況尤為顯然。後現代主義卻反其道而行，強調知識的本土性、局部性。兩者之間的結合，只有透過多層面的動態知識觀，亦即將及普遍有效的教育知識視為只是知識的深層結構，其外圍圍繞著不同層次的本土知識，透過本土觀點的知識形式，參與不同知識形式的對話，才能覺知本土知識的侷限性，而更能以含容而平等的精神參與國際化、全球化的知識建構。亞洲觀點的教育知識，亦宜以亞洲意識為核心，尊重各地區不同文化的特殊性，重新加以建構。

Abstract

This paper attempts to deal with the confrontations and their resolution between internationalization and indigenization in educational research, as well as the possibility of construction of an educational knowledge system from the Asian perspective through an analysis of nature, function and patterns of educational knowledge. Educational knowledge is a professional knowledge belonging to that of practice. Thus it should be rooted in indigenous culture. However, the construction of universally valid educational knowledge has been the ideal of positivism-oriented education research since the Enlightenment with the consequence of sacrificing the cultural particularities embedded in educational practice. On the other hand, post-modernism denounces the internationally valid knowledge as Eurocentrism, totalitarianism in scientific discourse. It is thus proposed that the Asian educational knowledge system be constructed through continuous dialogues of different indigenous cultures under the common awareness of Asian consciousness.