Abstract

The traditional practice in providing for gifted children in our Chinese heritage and in colonial Hong Kong was briefly reviewed. Conventionally, gifted education has been defined to be restricted to the education for the identified gifted with a specific view of giftedness. However, there is now an increased acceptance of a broadened and inclusive view of giftedness, and an emphasis of gifted education as talent development for a greater number of students who might be less able. The choice between "education for the gifted" and "talent development" for all students or the majority of students might reflect the conflict between the concern for excellence and the concern for equity, or the concern for excellence of the gifted few as against the concern for excellence of all students. Reconsidering gifted education as encompassing both "education for the gifted" and "talent development" will allow an equitable pursuit of excellence for all students. In this connection, it is suggested that the gifted and talented approach developed for more able students might, with appropriate differentiation, benefit students who are less able and those who are at risk.

Abstract

The paper illustrates how autonomous learning as a concept guides the production of the English Self-Learning Packages (ESLPs) for New Arrival Children (NAC). It also documents the children's reactions towards this mode of learning, in particular, how they react to the process of improving their English standard by engaging themselves in a self-study mode. The production of the packages was funded by the Hong Kong Special Administrative Region with the aim to help these children bridge the gap in English language proficiency. Research on autonomous learning has largely focused on adult learners who are perceived as being more receptive to training in autonomous learning routines and strategies. The current study aimed to document children's reactions towards self-study as a way to achieve some form of autonomous learning.

Abstract

Encouraging parents to participate in school education is one of the prime focuses in the current education reform movement in Hong Kong. In the West, the importance of strong home-school relationships has been identified as a critical factor in the academic success of school children. However, there is a paucity of qualitative studies on how parent involvement in school is affected by the social status parents belong to. This study captures the thoughts and perceptions of four parents of different social positions in a primary school on their involvement in the schooling process of their children. By comparing the practice of how they were involved, eight categories of propositions emerged from the data. The findings indicate that as compared with their counterpart, working-class parents were in a less favorable situation in choosing schools, rearing their children at home, participating in school events and communicating with school personnel. There were also significant differences in developing social networks, creation of social capital and purposes of participation. The study also serves to provide scholars with academic insights for further investigation or parent involvement and policy makers with practical knowledge in developing appropriate strategies to promote home-school cooperation so that parents of different social class can have equal chances and resources to participate in the schooling process of their children.

Abstract

This discussion paper considers how effective teaching can be generated in schools. Firstly, a focus is directed towards the non-intellectual aspects of schooling that impact on student and teacher performance to argue that effective teaching involves the development of personal growth as well as intellect. Besides good pedagogical skills that sets them apart from less successful teachers, effective teachers possess a range of personal attributes in terms of human relationship skills, self esteem, respect for and unconditional acceptance of all students, empathy, and appropriate humor. Teaching is more than just technical competence or a sound theory of instruction. It is a personal relationship with each member of the class.

Secondly, there is an exploration of some of the issues concerning effective teaching in the learning/understanding context, since a certain of our contemporary classroom practices, advocated as means of providing excellent or effective teaching of content, may in fact impede student learning. It proposes that some older concepts and models may provide a guide to this and need revisiting, particularly those that focus on cognitive approaches. It is not that educators do not know what effective teaching is or how to do it, but that conditions are often inimical to its development and operation.

摘要

數學教育有來自於內部和外部的文化基因，折射著傳統文化的種種特點。考試文化最先出現於中國，考試文化以及中國傳統文化對中國的數學教育影響深遠，教育觀表現為：苦讀＋考試；數學觀表現為：計算＋邏輯；學習觀表現為：背誦＋練習；而家庭對子女的數學學業成績又有很高的期望。「學答」模式、注重基礎和解題教學是中國數學教育的顯著特徵，東亞各國的數學教育具有與中國相似的特徵。中國數學教育特徵有不少不良隱患，故西方數學教育中的「問題解決」、「建構主義」等思想值得借鑒。另外，民族數學在數學教育中也應該發揮積極的效應。

Abstract

Mathematics education has culture genes which come from its inside and outside and reflects many characteristics of traditional culture. The examination culture first appeared in China and together with the traditional Chinese culture, they have had a far-reaching influence on mathematics education in China. The study of mathematics from the education point of view means "hard study" + "examination," whereas from the mathematics point of view means "calculation" + "logic" and from the study point of view "recitation" + "practice." Also, a family usually shows high expectations on their children having good examination results. "Study and answer," stressing on basic training and example teaching are prominent characteristics of the Chinese mathematics education, and the mathematical education in various countries in East Asia has similar characteristics. However, the Chinese mathematics education has a lot of hidden problems, and should learn from the Western mathematics education those approaches such as "problem-solving" and "constructivism." In addition, ethnomathematics should also have an active role to play in mathematics education.

摘要

本文重點在探討運用資訊科技於中文教學的理論及所遇到之問題。

表面看來，運用資訊科技能促進中文教學。資訊科技能刺激學生的學習動機，增強他們的分析能力，使學習變得更有效。

對學習過程及分析資料的注重顯示了運用資訊科技於教育的重要。在資訊科技的幫助下，今日的學生無需再花時間於收集資料的手續，很容易便可由互聯網取得所需資料，且還有很多時間去分析及綜合資料，使他們的分析能力得到增強及發展。為使資訊科技能充分應用於中文教學，作者建議老師們要掌握資訊科技的技術，學會中文輸入法，以及明白使用資訊科技的限制。

Abstract

The major concern of the present article is to provide an overview of the theoretical arguments and empirical problems encountered in the implementation of information technology in Chinese Language teaching.

It is apparently believed that with the application of information technology, the teaching and learning of the Chinese Language should be enhanced. IT may stimulate pupils' learning motivation, facilitate their ability to analyse so as to make learning more effective.

The emphasis on the learning process and analysis of acquired knowledge underlines the importance of the implementation of IT in education. With the help of IT, pupils nowadays no longer need to spend time struggling through the procedural stage of knowledge acquisition. They can easily access necessary data from the Internet and still have much time for analysis and synthesis of the learning material. As a result, it may help them strengthen and develop their analytical skills. In order to make full use of IT in Chinese Language teaching, teachers are advised to master techniques in the use of IT, to learn to type in Chinese and to understand the limits of using IT.

摘要

由於教育對傳播現代科學和生產技術有緊密聯繫，與職業技術有關的教育培訓在國家發展政策中佔了十分重要的地位。然而，職業教育的定義和發展長久以來都是有爭議的。本文回顧了國際職業教育發展中的主要問題和趨勢，重點討論了職業教育發展中四個值得關注的關鍵點：即職業教育的成本和效益，職業教育課程與就業和工作的關聯性，職業教育與社會發展的公平性，以及職業教育的其他途徑和它們對生產力提高的有效性。最後，我們建議中國職業教育發展基本應該採取廣義的概念，並且以現階段的勞動市場特徵為依據。

Abstract

Nowadays, the capacity of a nation's application of science and technology in economic development is assumed to be in close relation to the population's education. Training of vocational/technical skills becomes an important component in many countries' development policies. Nevertheless, the definitions of vocational/technical education and its development have long been unsettled debates. This article reviews the issues and trends of vocational/technical education development in the less-developed countries, focusing on four aspects. These are the cost and efficiency of investment in education, the relevance of education and training programs, the equity for the trained population, and finally the alternative training and education programs as well as their effects on increasing productivity. It is suggested that the vocational/technical education development in China should embrace a broad scope of education and training programs, based on present labor market characteristics.

摘要

香港學校教育質素的改革剛剛開始，我們需要一個外在的監察系統（學校教育質素保證視學組）和一系列的表現指標來評核學校教育的現況及指示未來的發展。筆者希望透過這篇文章，介紹表現指標與質素保證的關係。文章會論述表現指標的來源、功用、分類和特徵，亦會詳細說明表現指標在教育質素保證中的限制性，好使大家利用表現指標改進學校時，可以取長補短。筆者亦對香港教育的現況進行反思，並認為香港優質學校教育的發展應是建基於學校自我完善的能力，而外控式的質素監察應可逐漸退減。

Abstract

We are just at the outset of reforming the quality of school education in Hong Kong. The Education Commission Report No. 7 recommends that the quality of school education should be assured by a two-prone strategy: external monitoring through the implementation of whole school inspections by the Quality Assurance Inspectorate and internal school self-evaluation. The performance of schools will be audited against sets of indicators prescribed by the Education Department. This paper depicts generally the origin, functions, classification and characteristics of the performance indicators (PIs) and specifically the advantages and disadvantages of using the PIs in assuring the quality of school education. The recent educational development in Hong Kong is also reviewed. The author concludes that the quality of school education in Hong Kong should be promoted through an internal assurance mechanism (school self-evaluation) rather than an external monitoring system (whole school inspections) in the long run.

摘要

家校合作被認為是學校效能的重要指標之一，可惜有關的理論不多，學者也很少應用社會學和心理學的理論來研究。本文嘗試用三個社會心理學的理論，包括符號互動論、社會交換理論和參照群體理論，去探討香港的家庭與學校關係，並且作出一些文化上的考慮。初步研究顯示，符號互動論提供家校互動的理論基礎，社會交換理論能協助制訂家校合作的策略，而參照群體理論有助理解若干家校關係的現象。這三個理論對於探討家校關係都有一定的貢獻。

Abstract

Home-school cooperation has been regarded as one of the important indicators for effective schooling. Unfortunately, the practices of home-school cooperation have been poorly informed by sociological and psychological theories. This article attempts to explore the home-school relations by using three important theories in social psychology, namely symbolic interactionism, social exchange theory and reference group theory. Cultural consideration has also been made. Preliminary examination shows that the symbolic interactionism provides the justification for teacher-parent interactions, the social exchange theory suggests strategies for home-school cooperation, and the reference group theory increases understanding of the phenomena of home-school relations. It appears that the three theories can contribute significantly to the understanding and development of home-school relations in Hong Kong.