摘要

香港戰後歷史課程的變革，環繞著年代的長短遠近、不同範圍歷史之間的比重、歷史資料的教學用途等課題。近年特區政府推行教育及課程改革，歷史課程的芻議引起社會人士的廣泛討論。然而，改革以理念為主導，欠缺紮實的研究根基。本文建基於一個以近代中國及香港歷史人物為軸心的中一校本課程個案研究，透過問卷調查、學校活動、開放題及焦點小組面談等方法，聆聽學生在學習歷史過程中的聲音，藉此探討他們對歷史知識及歷史思維的觀念。

Abstract

The changes of history curriculum in post-war Hong Kong mainly evolved around the issues of time duration, selection of content areas, and introduction of historical databased questions. The current wave of curriculum reform proposed by the Hong Kong SAR government has witnessed the contested nature of history education, but still lacks a grounded discussion of the everyday practice in history classrooms. Based on a case study of a school-based experimental curriculum which focuses on how historical figures shaped the course of history of Hong Kong and modern China, this article examines students' perception of historical knowledge and understanding through tapping their voices in questionnaire survey, school activities, open-ended questions, and focus group interviews.

Abstract

This article examines the results which have emerged from the first live administration of the Language Proficiency Assessment for Teachers of English (previously known as the English Language Benchmark Test). The article examines the method by which pass marks (or "cut scores") are calculated for each paper. In particular, the article examines the two methods by which pass marks may be arrived at for the two formal scale-based tests (the Writing Test that comprises five scales, and the Speaking Test that comprises six scales.) The first method requires test takers to achieve a pass (Level 3) on every scale (the "pass-every-scale" method); the second method bases a pass on test takers achieving an overall average of Level 3 (the "aggregate" method). In order to provide comparative data by which to view the results of the live administration, the article examines the results of the Writing Test and the Speaking Test from the Pilot Benchmark Assessment (English) (PBAE) administered in 1999. The PBAE was a test bed for the benchmark assessment framework now being implemented. By providing a context for the results of the live administration, the article describes how pass marks can vary by as much as 20% using the two different methods of calculation. The article concludes with the comment that the recommendation that test takers should pass every scale was proposed with the laudable intent of "raising standards." This well-intentioned move, however, is perhaps losing sight of the Education Commission's original intention with regard to the investigation of benchmarks, i.e., the establishing of a minimum standards test for English language teachers.

Abstract

As a part of a commissioned research to investigate views of various stakeholders on the existing mathematics curriculum in Hong Kong, a questionnaire survey was administered to a random sample of 9,696 primary and secondary students to study their conceptions of mathematics, their attitude toward and habits of learning mathematics, and the perceived difficulty level of various mathematics topics. The data collected showed a clear picture of students’ perception of mathematics learning with regard to categories of interest, preference for understanding, confidence and competence, textbooks, classroom learning and outside-class learning, and learning habits. It also depicted substantial trends of changing views and attitudes toward mathematics learning across grade levels. Students’ responses to the Conception of Mathematics Scale were consistent with previous studies of a much smaller scale, and demonstrated some specific characteristics of their views of mathematics. This survey has provided useful background information regarding students’ needs and aspirations in mathematics learning for curriculum planners and frontline teachers in future curriculum reform and implementation.

Abstract

Developing integrative subjects is one of the controversial areas in recent curriculum reform proposed by the central curriculum development agency in Hong Kong. The Curriculum Development Council and the Curriculum Development Institute officials argue that curriculum integration is a trend of curriculum development in many parts of the world. To help young people better prepare for the knowledge-based society, developing curriculum integration is highly desirable. In this article, the recent experiences of developing social studies-type integrated subject in eight schools in the Brisbane area, Australia, is reported. From classroom observation and interviews with ten teachers in these schools, it is concluded that developing integrated subject in the Personal, Social and Humanities Key Learning Area would be extremely difficult, if not impossible. It is also argued that the relative advantages of adopting an integrative approach may be outweighed by the weaknesses and problems of teaching integrative subject.

Abstract

The purpose of this study was to (1) study how students’ questions contribute to the knowledge construction process, and (2) relate the nature of students’ questions to their approaches to learning. Six Grade 8 students were observed during class activities, and interviewed before and after instruction about related science concepts. Students’ questions included basic information questions which reflected a surface learning approach, and wonderment questions which characterized a deep approach. While wonderment questions stimulated the students themselves or their peers to hypothesize, predict, thought-experiment and generate explanations, basic information questions elicited little conceptual talk or deep cognitive processing. Although the students did not always ask wonderment questions spontaneously, they were able to generate such questions when prompted to do so. Some strategies related to student questioning that teachers can use to encourage deeper thinking in students are suggested.

Abstract

Although the Hong Kong Government has planned to expand school-based assessment in public examinations, we know little about teacher concerns regarding the adoption or implementation of such an educational innovation. This article presents the findings from a cross-validation study of a 5-stage model of teacher concerns. A 24-item questionnaire was constructed to measure teacher concerns on five sequential stages: (1) Indifference, (2) Informational-Personal, (3) Management, (4) Consequence-Collaboration, and (5) Refocusing. Using the questionnaire, a survey to study 290 Hong Kong teachers' concerns about school-based assessment as a component of the public examination was conducted. The survey results supported the 5-stage model, but information collected from another sample of 53 teachers through an open-ended survey indicated that the 5-stage model needed to be extended to include a stage of evaluation concerns. The nature of the six stages of concern is discussed.