摘要

這篇文章主要是討論美國的研究家在如何更好地評鑑及鼓勵教師的效能各方面的心得。這篇評論的一個基本前提是：教學是一種具有內在標準與及主觀性的經驗。因此考察教師的效能很可能亦包括了對他們影響力的要求與評價的主觀看法。在還未有對教師效能的評鑑方法深入發展之前我們應當首先對學生的學習目標清楚地闡明。再者，這些學習目標已經隨着時間而有所改變。現時美國教育改革的焦點在于教學作為是提高教育水準的一個決定因素。因此近年來很多的研究工作都放在教學及其效能這個方面。這篇研究報告透示了教學之間的內在複雜性。例如「效能高」的教學會因為不同的學科、級別、學生的特點與及學習目標等因素而改變。如果把這些改變的性質都考慮到，那麼研究工作便需要有「廣角鏡」般的遼闊視野去考察教學及其效能。

過去，研究的焦點集中在教師的行為與及特點方面去章鑑乎教學效能。得出的結果往往是毫無結論或是矛盾百出。在眾多的原因當中，我主要認為是由於一般性的評鑑方法，用來量度教學的效能，往往會忽略了它的內涵的特性。近期的研究已多考慮到不同的教學目標、教師的行為及教學內在因素之間的關聯性，從而這些矛盾開始得到解決。

這些教學「內涵特點」的觀點對於如何評鑑教學具有深遠的影響。教師行為的適合程度與及效能往往因為不同的學習情況而有所改變。因此評估教學的效能，不能祇對教師的行為用一個簡單的逐項點算方式，而必須運用一些比較複雜的工具和程序。評鑑工作重要的因素亦包括：評估人員的專業特長，評估工作進行的形式與及評估標準的應用。而對於這些因素的要求，亦與評鑑的目的有關。例如，評鑑的目的是為了教師的改進，可能解僱的準則，對應有技能的鑑定，抑或是對效能水平更細緻的區分？

各項教育政策，例如學校的結構，對教師及學生的要求等，對於教學的效能，都會產生影響。這些政策，包括教育研究政策，一定要對教學效能的準則與及目標，作出適當的回應及支持。

摘要

由依賴公開考試轉移向以學校為本位進行課程發展和評核的過程中，其中的一個難題是：我們可以把不同學校中學習不同科目的不同學生的學業成績作比較嗎？我倒需要的是一套不受課程科目所限制的語言，用以創造一個可用作描述各種能力水平的架構。 SOLO 分類法正是一個這樣的架構。它能夠把學生在處理學習任務中所表現的複雜程度予以分類。由開始接受任務至完住掌握的過程中，學生起碼經歷兩方面的發展：（a）階段性的，即學生所能處理的抽象水平（由嬰兒期至成年期可分為五個階段）；（b）在階段內所能處理的複雜水平（任何階段內均可出現的複雜水平包括單結構、多結構及關係式三種）。因此，利用階段和複雜水平的說明，我們可以對（甲）某科目中學生成績進行標準參考評估，及（乙）不同學校不同科目的學生成績進行比較。值得留意的是：學習可以只是在某階段內進行，但也可以是跨階段的。假如教學只在某階段內進行，然又要度學生作階段的應用的話，問題便由此而生，這正該是目下對教學語言的爭論的一大要點。

摘要

很多研究顯示，學生於正式從課堂中學習科學知識之前已對其周圍環境作出認識，從而對一些事物產生不少直覺概念，而且這些概念非常牢固，不易為課堂教學所改變。直至最近，這方面的研究大多集中於搜集學生直覺概念中的錯誤概念。然而近兩、三年來一些研究人員已提出需要對這現象作更全面、深入的研究。其中一個很重要的課題是如何認識這些直覺（錯誤）概念。究竟這些不同概念是否相容？是否形成一套「直覺理論」，或只是一些不大相關，有時可能是互相矛盾的個別經驗性聯繫？科學知識擁有一個被清楚公認的結構，但直覺概念又是否同樣擁有結構呢？它們是相容還是相矛盾？有多牢固？這些都是此研究所希望探索的問題。

此研究採用方法主要是透過學生使用PROLOG電腦語言編寫專家系統，以得知其所持有關物體移動之觀點、概念，從而探索上列問題。

Abstract

This study investigated the academic expectation and attitude of Form V repeaters. Fifty two teachers coming from different schools and studying in the 1986/7 Dip. Ed. program in the School of Education, CUHK were requested to administer the questionnaire to their Form V students. A subsample of 198 repeaters were randomly chosen from the whole sample and a matched sample 198 Form V students was determined on the criteria of sex and school type. The questionnaire enquired about (1) The grades obtained from the HK Certificate of Examination for the previous year (repeaters only) and those repeated for the coming year, (2) reasons for repeating, (3) academic atmosphere and support from family, (4) attributional tendency, (5) study attitude and (6) test anxiety. The study was a factorial design with student status (Form V vs. repeater) and expected exam result (average C+ as high vs. C or below as low scorers) as between-subjects factors. The analysis results indicated (1) the repeaters expected on the average to achieve 1.6 grade mark over what they had attained. A majority of this group obtained E or F at the exam for the previous year, (2) repeaters going for higher learning as reasons for repeating were significantly better than those aiming at reaching E or better grades for 5 subjects as their reasons, (3) better family atmosphere and support were felt by high scorers over low scorers, and by Form V students over repeaters, (4) difference in study attitude and text anxiety was found only between high and low scorers, and (5) high-scoring Form V students attributed their success to ability and effort while the low-scorers attributed their failure also to their internal factors.

摘要

本文報導一個應用香港中學會考成績預測高級程度會考成績的研究。研究共有兩部：
（1）中學會考各科成績與高級程度會考成績的相關系數；
（2）高級程度會考各科與中學會考有關科目成績的迴歸分析。

研究對象是1987年高級程度會考的學校考生的成績和他們在1985年中學會考的成績。研究估得：各高級程度的科目，哪些中學會考科目可顯著預測高級程度的成績，和各科目的比重。同時知得中學會考的理科比文科有較大的預測作用。然而，有相當比例的高級程度成績的方差，不能由中學會考成績解釋，建議對此剩餘方差作進一步的分析，可引出一種研究學校效能的方法。

摘要

英國普通中學教育文憑試（GCSE）於一九八八年面世，這是一個新的中學會考，對象是大部貿份年紀為十六歲的中學生。本文簡述它的產生背景，並討論其中較引入注目之處，共有十點如下：
（1）新頒佈的全國考試準則（National Criteria）（總則和各科具體準則）所包括的各個方面：宗 旨、評量目標、課程內容、評量目標與課程內容的關係、評量技巧、達到各級成績的學生應具備條件；
（2） 新程度下學校對考試的可擇性的減少，及由此對課程創新的影響；
（3）從各自獨立的考試到一個統一的考試系統；
（4）新和舊的考試比較；
（5）從常模為本轉為評準為本，因而導致考核面擴闊，並從強調信度轉為強調效度；
（6）評量方式多樣化，包括有多種以學校為本的評量形式；
（7）學生與教師工作量增加問題；
（8）以學校為本評量中學校所給分數的平調；
（9）一個以評量引導的課程，而又能推動，而不是妨礙良好教學法；
（10）增設畢業學生紀錄表，以對學生較全面的評量。

總而言之，設立普通中學教育文憑試普遍受到教師的歡迎，然而其中評量的各種變革似乎未能達到一致贊成的共識。

Abstract

The Bender Gestalt test is an established instrument used to diagnose the maturity of visual-motor perception in young children. In clinical settings, it is often used as a tool to help identify children with difficulties in visual motor perceptual functioning. In the present norming exercise, data was collected on 1,168 children aged between five and ten years, the same age range as in the American norming exercise in 1963 by E.M. Koppitz. The children in the sample were of lower Kindergarten to Primary 4 levels, drawn from three geographical regions in Hong Kong.

The Bender Gestalt Test is a test scored for errors made on the 30 scoring items whilst copying the nine test designs. The test protocols were scored by five educational psychologists, according to the Koppitz scoring system. The inter-rater reliability among the five raters were computed and the correlation coefficients were found to be satisfactory, ranging from 0.95 to 0.98. Norms were generated on the 12 six-month age groups, giving the mean error scores and standard deviations expected of children of each particular age category.

When the performance of Hong Kong children is compared with that of the American children (Koppitz, 1963 and 1975), a much more restricted range of mean error scores is noted for Hong Kong children of the same age range, both in terms of the smaller number of mean error scores and the total time taken to complete the test. For individual age groups, the performance of Hong Kong children is about 1.5 years ahead of their American counterparts, though both samples begin to level off at about the same age, i.e., at 8 years 6 months and nine years, respectively. The fact that local children are given more training in paper and pencil tasks and at an earlier age may contribute to their better performance on the Bender Gestalt Test. Findings also suggest the likelihood of generalizing the American findings for children with brain injury to that local children, but more work will need to be done on local children with neurological impairment before establishing any conclusive remarks.

Abstract

The present study aims at identifying the traits of a good teacher in Hong Kong and its neighboring city Guangzhou, and comparing the differences in this concept between the two cities. Two representative samples, one of 1,000 Hong Kong teachers and the other of 250 Guangzhou teachers were selected. A self-constructed questionnaire was sent to the sampled teachers for rating. The validity and reliability of the questionnaire were found satisfactory. The number of nonresponses was within the range of acceptance.

It was found that the 10 important traits of a good teacher as perceived by Hong Kong and Guangzhou teachers were more or less balanced between presage and professional traits. Of these 10 traits, eight were common to both cities and two were specific to individual city. However, the first important trait as perceived by teachers from both cities was identical. It is therefore reasonable to believe that teachers from both cities have similar perception of a good teacher although there are slight variation in their perceptions.

The equal importance of presage and professional traits as perceived by both Hong Kong and Guangzhou teachers contrasts the prevailing belief in western countries that professional traits are more weighted. This might be attributable to the differences in educational development and cultural tradition between eastern and western countries.

The significant interactions between city and goal orientation, between city and performance satisfaction, between city and sex, and between city and teaching experience were possibly due to the differences in perception of a good teacher between Hong Kong and Guangzhou teachers of various dimensions such as teachers' promotion prospects, salary scale, working environment, school resources, social status, and the interplay of these factors between the two cities.

摘要

這項研究是觀察三至五歲的幼兒種種識數技能之發展。調查結果指出在三至五歲的時期內，學習識數技能是有一個清晰而明確的發展程序的。從結果中可察覺到某些學習模式。這包括了幼兒在識數方面，並不是一下子明白整個數學的概念，而是透過各類實物的數數，逐步認識每群數字的次序和排列。幼兒對數列從小到大的認識比從大到小為早。在分類方面，如果兩組事物數目的差額大，幼兒便容易把多和少的兩組分辨出來。

摘要

教師往往會不自覺地用慣常的程序和步驟講授課題。教師教學風格縱有不同，所用教學程序縱有差異，然變化形式總是有限。以概念講解為例，形式可有解說、提問、板書、列點、討論等，取材亦有以個例顯示，或用文字解說、或旁徵博引、或趣事橫生、或設題練習、各項不同的組合亦不外拾餘之數。若將教師之教學程序劃分，總可納入有數的十餘個模式之中。本研究旨在探討經濟科教師在講授基本概念時最常用的常序模式，從而指出彼等之常序變化規律和改進方法，以提高該科教學效果。

摘要

本文敘述及分析在中國進行的兩個規劃過程評鑒的方法論。由於評鑒的是一個「過程」，而且中國大陸對教育規劃的概念和措施，都有其非常獨特的體系，要評鑒其過程，首先要體會整個教育規劃的「文化」。因此，要借助於「族誌式」方法論。廣義來說，族誌式方法論是把干預減到最少量、盡量去除先入之見，在研究末期才形成假設，從而最大限度地讓數據塑造研究者的理論。

本項研究在遼寧省金州及凌源兩個縣進行，代表一窮一富兩類典型。文章研究當中的八個「事件」，說明族誌式研究中經常面對的四個問題：（一）進入現場，（二）關鍵「情報員」的檢定，（三）關鍵性事件及（四）數據演繹。

文章認為，國際上常有關於中國數據不完整、不準確的埋怨，往往是不明白中國大陸的「文化」，以致依賴錯誤的數據來源，或者誤失了獲得完整數據的機會。許多數據缺失的場合，正好是研究其缺失原因的上佳機會。

Abstract

The present study aims at revealing the views of the various Protestant denominations on the objectives and ideals of church involvement in education in Hong Kong today.

A questionnaire has been sent to all Protestant Secondary School Heads, Supervisors as well as Religious Education Teachers to gather up-to-date information regarding their respective views on the objectives and practices in their schools. A total of 299 questionnaires were sent by mail and 164 returned; the return rate was 55%. Data were then put into computer for frequency analysis, chi-square test, t-test and F-test etc. The findings show that there exists significantly different views among the various Protestant denominations on the objectives of running church schools in Hong Kong. The Anglican (Sheng Kung Hui), the Church of Christ in China Hong Kong Council and the Baptist Convention are found to be more concerned with educational and social aspects, whereas the Lutheran Church, Tsung Tsin Mission and the Methodist Church are more concerned with evangelistic and Christian nurture aspects in defining their objectives.

It is hoped that this report will stimulate greater interest and dialogue among educators in Hong Kong, including those who belong to a church denomination as well as those who are not members of any religious group.

Abstract

Glancing through the Education Ordinance and the Code of Aid for Schools, one would notice that sponsoring bodies play an important role in the development and administration of schools in Hong Kong. The present study tries to use the survey method to find out the influence of different sponsoring bodies on nine aspects of secondary schools in Hong Kong.

The survey was done by sending a questionnaire to all the secondary schools in Hong Kong. After five rounds of reminders for replies from the secondary schools, a return rate of 98% was reached. Data analysis was carried out along nine different aspects of secondary schools in Hong Kong. They are: founding year of the school, sex of students, curriculum, size of the campus, number of special rooms, extracurricular activities, alumni associations, parents' association and medium of instruction.

Except for the aspect of parents' association, it was found that sponsoring bodies had significant influence on all the other eight aspects of the secondary schools. Furthermore, religious sponsoring bodies have played a very important role in secondary education in Hong Kong ever since the beginning of Hong Kong under the British rule.

Lastly, the results of the study indicate that the number of school places provided for the students in Hong Kong secondary schools have almost met the need of the society. However, the quality of secondary education is still far from ideal.

Abstract

This paper proposes that the rights principle be regarded as a normative constraint on education effectiveness. The normative component of the concept of education effectiveness is recognized and two principles for assessing effectiveness with regard to education goals are proposed. The concept of an autonomous person with regard to education goal is analysed along with the principle of respect for person. Finally, the notion of rights and the rights principle are introduced and the rights principle are shown as a required normative constraint on education effectiveness.

摘要

自一九八四年，聽覺教學已被編訂成為中學英國語文科課程中的一部份，而學校方面亦隨之而安裝無線電收聽系統，用以配合新課程之需要；另一方面，香港考試局亦將聽解測驗列入中學會考英國語文科課程內。

為了評估聽覺教學在中學的發展，特地設計了一份問卷來訪問一班在職教師，而他們亦同時是香港大學師範學系及語文教育學院的學生，從而希望了解教師對聽覺教學及關於聽覺教學中所用的器材之意見。而某些問題更針對某部份的被訪者，問及他們如何將課室時間來作出不同的編排。將所得資料作為組合數據（Compositional Data），亦即是將不同的活動時間加起來，成為課堂所需的固定時間。因為所得之數據是在不同的情況下發生，故此，一個特別的數據處理是非常重要。分析途徑是 IBM PC 相融電腦軟件──CODA。而數據處理方面，首先將課堂時間模擬分為以下各項：安排及收發器材，將學生編成小組、實質聆聽及觀察學生之表現。再用三角形的三進圖表來表示出不同活動之關係。

所得的結論是：以上四項活動是有聯繫的、互相依賴的。在高年班中，較多時間是用在實與聆聽方面，用在編組的時間較少，而用在安排及收發器材和觀察方面則大致相同。透過問卷，發覺到課堂時間之編排和教師對聽覺教學的熱誠是沒有關係的。總括而言，學校本身及其他外來因素也可以對課堂的時間之選用有很重大的影響。

摘要

本研究旨在確定在初中階段，以英語為媒介凡非語文學科測驗中，如在「英文難字」旁加上中文注解，是否能提高學生測試成績。初步研究結果顯示，這種做法對測試成績影響不大，並指出有必要進一步探索學生解答以英語為媒介試題遇到困難的原因。本研究選用數學、科學和歷史三科的多項選擇題湔驗，分別以三種語文模式（雙語、英語加「難字」中註和英語）由一組來自九間英文中學的中二學生作答。在每一科目，除比較在三種不同模式在全卷的表現外，還按項目的（一）不同用字難度（二）不同項目長度和（三）不同句式結構，組成不同例子測驗，並將結果進行分析。分析結果，對一般就學生解答以英語為媒介測驗遇到困難的解釋，作出質疑。