Abstract

The mad genius controversy was briefly reviewed through examining the evidence from early biographical studies to more recent systematic studies with clinical diagnoses. The connection between creativity and depression was then examined in terms of the characteristics of disturbance in mood, irrationality, and cognitive processes typical of both creative individuals and individuals afflicted with manic-depressive disorders. The observation that there were few reports on eminent creative individuals in Chinese society afflicted with debilitating psychiatric conditions is discussed in the light of an alternative interpretation of the creativity-depression connection among Chinese poets in Chinese history.

Abstract

The use of history of mathematics in mathematics teaching is widely recognized. However, to date, its effectiveness has not been systematically evaluated. An experiment was conducted with the topic on Pythagorean Theorem at Secondary 2 under the framework of "intended–implemented–attained curricula." The duration was three weeks and the effectiveness of the class under experimentation was compared with a parallel one. A teaching capsule was designed to remedy the shortcomings of current practice of teaching the particular topic as found in a pilot research. Pre-assessment and post-assessment of students' attitude towards mathematics, enjoyment of learning in mathematics, learning motivation and mathematics self-concept were conducted at the start and at the end of the course. Their test scores were also collected. In the experimental group, these questionnaires were supplemented by a list of open-ended questions on how well they received the new way of teaching and how well they received the capsule (teaching material). Semi-structured interviews were also conducted on the teacher and six students from the experimental group on their perception of these three weeks of teaching and learning experience.

Abstract

The Ministry of Education in Singapore has embarked on the ambitious project of introducing IT in schools. The IT Masterplan, budgeted at a cost of $2 billion, aims to wire up all schools by the year 2002. While the well-funded IT Masterplan is seeing the project in its final phase of implementation, this paper argues for a "critical cyber pedagogy" along with the acquisition of the functional and operational skills of technology. Drawing on theories of critical multiliteracies (Burbules & Callister, 2000; Luke, 2000b; New London Group, 1996), this paper explores and suggests how an instructional design of two classroom activities can be utilized as new forms of cyber and technoliteracies. Through the critical evaluation of websites and hypertext construction, students will be equipped with a new literacy that extends reading and writing by incorporating new blended forms of hybrid textualities. This technology-assisted pedagogy can achieve the desired outcome of self-directed learning, teamwork, critical thinking and problem solving strategies necessary for a knowledge-based society.

Abstract

Following the rapid expansion of the education system in many of the developed countries after the Second World War, educational policy planners in these countries have now turned their attentions from increasing the quantity of schooling to improving the quality of education. Since then, a number of policy initiatives were introduced to put schools on track towards quality improvement. Similar situations have confronted the educational policy makers in Hong Kong since the 1980s and a number of reform initiatives in the area of school management, curriculum, pedagogical language, teacher education, etc., were introduced with the aims to improve education quality. Although the implications of these reforms are far-reaching, one of the major problems with the reform agenda is that there was no clear and widely shared understanding of quality. These same problems face policy makers and educational researchers around the world. Quality, as opposed to quantity, has been found to be a difficult concept to define clearly because different persons have different opinions of what the term means. Also, there has not been an agreed-upon formula which can enable a school to attain education quality. This paper is an attempt to develop models of education quality for policy makers and researchers to consider and suggest some management frameworks for practitioners and educators to reflect on when they try to achieve their conception of education quality.

摘要

香港中文教學的發展，近年來有了很大的進步。在課程組織方面，注重單元教學，有取代以往實行多年的單篇課文教學的趨勢，使語文課程的結構更趨嚴謹，對落實語文教學目標更為有利。

另一方面，自從預科中國語文及文化科實施以來，香港中小學的語文教學，開始重視中國文化的探討，使本港學生有更多機會從語文學習的角度去認識及反思中國文化，這是一個非常正確的發展方向。

公元 2002 年，本港中學中國語文科的課程將會有所改革，屆時一個嶄新的中學中國語文課程行將面世。由於它直接影響本港萬千個中學生學習中文的成效，因此課程設計必須謹慎。教育署近年來在本港多間中學實行這個課程的試驗計劃，用心良苦，可見一斑。

本文試從語文教學目標、校本精神、內容精簡與不同單元組合的形式等因素，探討香港中學中國語文課程的組織方向，以便更有利於語文教學目標的落實。

Abstract

The Chinese language curriculum of Hong Kong secondary schools will begin to change in 2002. As it will directly influence the Chinese standard of the students, we should be very careful about this issue.

The Hong Kong Education Department has taken an active part in promoting the pilot scheme among some secondary schools in Hong Kong, and this shows how eager it concerns itself with this Chinese curriculum reform.

This paper tries to analyze the direction of text selection in the new curriculum reform by considering the subject structure, intelligence of students, school-based concerns, principles of text selection and the learning targets.

摘要

香港中文教學的發展，近年來有了很大的進步。在課程組織方面，注重單元教學，有取代以往實行多年的單篇課文教學的趨勢，使語文課程的結構更趨嚴謹，對落實語文教學目標更為有利。

另一方面，自從預科中國語文及文化科實施以來，香港中小學的語文教學，開始重視中國文化的探討，使本港學生有更多機會從語文學習的角度去認識及反思中國文化，這是一個非常正確的發展方向。

公元 2002 年，本港中學中國語文科的課程將會有所改革，屆時一個嶄新的中學中國語文課程行將面世。由於它直接影響本港萬千個中學生學習中文的成效，因此課程設計必須謹慎。教育署近年來在本港多間中學實行這個課程的試驗計劃，用心良苦，可見一斑。

本文試從語文教學目標、校本精神、內容精簡與不同單元組合的形式等因素，探討香港中學中國語文課程的組織方向，以便更有利於語文教學目標的落實。

Abstract

The Chinese language curriculum of Hong Kong secondary schools will begin to change in 2002. As it will directly influence the Chinese standard of the students, we should be very careful about this issue.

The Hong Kong Education Department has taken an active part in promoting the pilot scheme among some secondary schools in Hong Kong, and this shows how eager it concerns itself with this Chinese curriculum reform.

This paper tries to analyze the direction of text selection in the new curriculum reform by considering the subject structure, intelligence of students, school-based concerns, principles of text selection and the learning targets.

摘要

本文以香港中學會考課程所包括的三首新詩（徐志摩《再別康橋》、聞一多《也許》和黃國彬《聽陳蕾士的琴箏》）為主要分析對象，探討以粵語朗誦新詩的利與弊，並討論相關的教學問題。本文認為：（1）新詩的書面語既非全同於口語，而新詩的口語成分亦不以普通話為限，故在誦讀新詩而言，不應視普通話為唯一而且最佳的媒介。（2）在配合母語教學的前提下，向香港學生講授新詩時，兼以普通話和粵語朗讀，既可引起學生的語感，也可讓學生體會普通話和粵語兩者不同的音樂美。

Abstract

This paper focuses on the analysis of three modern poems included in the HKCEE syllabus ("Leaving Cambridge Again" Zaibie kangqiao 再別康橋 by Xu Zhimo 徐志摩, "Perhaps" Yexu 也許 by Wen Yiduo 聞一多 and "Listening to the qinzheng played by Chen Leishi" Ting Chen Leishi Qinzheng 聽陳蕾士的琴箏 by Huang Guobin 黃國彬), with the aim to explore the pros and cons of reciting modern Chinese poetry in Cantonese. Issues related to the use of Cantonese in the teaching of modern Chinese poetry are also addressed. It is the claim of this paper that: (1) the written language used in modern Chinese poetry is not equivalent to colloquial language, and the colloquial components of modern Chinese poetry are by no means confined to Putonghua. As a result, Putonghua should not be taken as the best media for the recitation of modern Chinese poetry. (2) Under the hypothesis of going in line with the Mother Tongue Policy, the use of both Putonghua and Cantonese in the teaching of modern Chinese poetry does not only help to increase the language sensitivity of the students, but also enhance their understanding of the phonetic characteristics of both Putonghua and Cantonese.

摘要

先前研究表明，香港兒童做加減法紙筆運算的成績，已成為眾多家長和學前機構衡量兒童發展的指標之一。兒童做加減法紙筆運算的真實能力如何？本研究抽取出 117 名即將進入小學的 5–6 歲兒童進行紙筆測試，並對其中部分被試的測試成績，進行更加詳盡的分析。結果表明，這些兒童的主要計算策略，是依靠手指數數；其主要的錯誤類型有：加減法不分，不能使用正確的計算規則，不理解多位數和位置值的意義，也不理解十進制規則，數數錯誤等。依靠手指數數計算加減法，這與國外同齡兒童的發展水平是一致的。而錯誤類型則表明，被試還仍然停留在一位數加減一位數的水平上，實際上並不理解多位數加減法的最基本知識。而老師和家長常常高估了兒童的計算能力。

Abstract

Research shows that parents and preschools in Hong Kong have used children's paper-and-pencil performance in additions and substractions as an important indicator of their development. But how good are children's real abilities in these addition and subtraction computations? In this study, 117 pre-primary school children were tested with paper-and-pencil tests. Further detailed analyses on some of these children's performance were conducted. Results showed that most children relied on finger counting in their computations. Their major error types included: undifferentiation of addition from subtraction, inability to use the appropriate calculation rules, misunderstanding of multiple-digit numbers and place value, misunderstanding of denary system, counting errors, etc. The reliance on finger counting is parallel to the development of similar age children in other countries. The error types show that Hong Kong children are remaining at a competence level of addition and subtraction between two single-digit numbers. Actually they do not understand the basic principles in the computations involving multiple-digit numbers. Teachers and parents in Hong Kong have usually overestimated children's computational ability.

摘要

一九二六年，香港政府為發展新界的中文教育，為該地區的小學培養合格教師，成立了大埔官立漢文師範學校。這所二戰前新界地區的「最高學府」，與港島的官立漢文中學師範部（1926–1940）、官立女子漢文師範學堂（1920–1941）及官立夜學院（1935–1941, 1945–1950）漢文師資班，為當時香港各區學校培養、培訓合格的漢文師資。自創立到一九四一年底因香港淪陷而被迫停辦為止，埔師前後一共招生十六屆，畢業學生十五屆。由於它實行嚴格的訓練和考核制度，學生素質相對較高，即使那些曾在埔師求學但未能領取畢業證書的學生，也深受新界鄉村學校的歡迎。埔師輸出的畢業、肄業生，作為新界基礎教育的開荒牛，對該地區的教育發展起了重要的作用。本文在搜尋文獻資料的同時，訪問數位曾在埔師學習的現已年介耄耋的前輩教育工作者，盡量理清這所已經逐漸為人遺忘的早期師範學校的發展線索，並在此基礎上，探討其教育實踐給現今香港教師教育的啟示。

Abstract

The Tai Po Vernacular Normal School (TVNS) was established in 1926 by the Hong Kong Government to train qualified primary school teachers for the then backward New Territories. Together with the Normal Division of the Vernacular Middle School (1926–40) and the Vernacular Normal School for Women (1920–1941) as well as the Vernacular Teachers' Classes of the Evening Institute (1935–1941, 1945–1950) in the Hong Kong Island, the four teacher training institutes supplied the majority of qualified Chinese teachers in Hong Kong prior to the Japanese occupation of the territory in December 1941. A total of 15 classes graduated from the TVNS during its 16 years' existence. Practically all of the graduates and those who once studied and finally left the school without teacher's certificates, assumed teaching positions in the New Territories and consequently made a significant contribution to the improvement of basic education in the region. This paper, using documentary sources and information obtained from interviews with some of the TVNS alumni aged between 77 to 88, constructs the history of this early teacher education institute and discusses the implications and experiences we can gain from the school's educational practice.