摘要

教育行政理論經歷超過一個世紀的發展，雖然距離要建立自己知識領域的目標還有一段路，但已有可觀的成就。然而，有些學者卻認為教育行政理論對解決目前的教育問題毫無幫助，更有一些學者甚至認為教育行政理論可能與教育目的背道而馳。教科書內的教育行政理論常被指為過於抽象，不切合學校的實際運作情況，而學校行政人員所累積的經驗，亦往往無法提升為客觀的理論。這樣說來，教育行政理論是否對教育的實踐意義作用不大呢？理論和實踐的差距又可如何拉近？本文引用Michael Polanyi的默會知識與外顯知識兩個概念，嘗試解釋教育行政理論與實踐的爭辯背後的原因，繼而引申出從實踐中學習的可能性。文章亦以教育行政實習作為例子，解釋在實習過程中學校行政人員最終會推動個人自省，並與別人進入一個對話過程，藉此幫助行政人員進入行動學習的循環，提升個人的反思能力。

Abstract

After a century of development, educational administration is still far from the target of developing its own theory base, yet its achievement has been impressing. However, some academics think that theories in educational administration are useless in solving current school problems. Some even suggest that the application of administrative theories in education may contradict the aims of education. Viewing from the actual operation of schools, the theories of education administration as outlined in textbooks are often accused of being too abstract and impractical. On the other hand, the experience accumulated by school administrators often remains at the practical level, and cannot be generalized to the theoretical level. If these are the case, does it mean that theories of educational administration are meaningless to school practices? How can the two be pulled closer together? The present article attempts to employ Michael Polanyi’s concepts of tacit and explicit knowledge to explain the arguments behind the debate between theory and practice, and suggests the possibility of learning in practice. The article also uses educational administration practicum as an example to argue that in order to empower school administrators to enter into action learning, school administrators should be encouraged to enter into a dialogue with themselves and with other people.

摘要

語文教育改革的根本是教材的改革，而課程大綱是教材編制的依據。馬來西亞教育部於2000年尾定稿、於2001年初正式公布了一份全新的《中學華文綜合課程大綱》，並於2003年起分階段實施。本文首先探討課程、教材和大綱之間的密切關係，繼而簡介馬來西亞的教育改革，並分析新課程大綱的目標、內容和重點，從而帶出新課程的特點。新課程明顯是配合21世紀素質教育的要求在各方面作出的重大改革。整體而言，新課程應能配合社會的急速變遷，培訓具應變能力和競爭能力的創新人才，以面對全球化與國際化的衝擊。

Abstract

Malaysia’s Ministry of Education has published a new syllabus for Secondary Chinese Language in 2000. The new syllabus outlined the content of the new Chinese Language curriculum that has been implemented in stages starting 2003.

This article first gives a brief account of the close relationship among syllabus, curriculum, and teaching materials, and then describes the recent development of education in Malaysia. Finally, the article analyzes the content of the new Chinese Language syllabus.

It is found that much innovation has been made in the curriculum, and its main objective is clearly stated. It reveals the commitment of Malaysia’s Ministry of Education in catching up with the rapidly changing and progressive world. The curriculum is designed according to the needs and requirements of quality education for the 21st century. Its implementation should achieve the main objective of cultivating young generation of Malaysia to be innovative and creative, equipped with knowledge and skills of information and communication technologies, and fully prepared to face the impact of globalization and internationalization.

摘要

本研究課題旨在探討以下問題：（1）學生能否通過進行網上課外閱讀來養成閱讀習慣？（2）通過進行網上課外閱讀，哪些學生較易養成閱讀習慣？（3）哪些因素與學生能否養成閱讀習慣有密切的關係？列聯表（cross-tabulation）分析的結果顯示：進行長約一年時間的網上課外閱讀後，研究對象已初步養成了閱讀習慣；那些在參與網上課外閱讀計劃活動前，「只在交讀書報告日期前幾天才閱讀課外讀物」及「甚少閱讀課外讀物」這樣的兩類學生，通過進行網上課外閱讀，較易養成閱讀習慣。以皮爾遜相關係數（Pearson correlation）去分析「上網閱讀」、「電腦操作」、「文章深淺程度」、「閱讀測驗」、「龍虎榜（即閱讀成績排名榜）」、「閱讀地點及模式」、「老師及父母的支持」和「對閱讀的態度」八個因子跟「養成閱讀習慣」之間的關係時，所得結果顯示：八個因子均與「養成閱讀習慣」有密切的關係。

Abstract

This study aims to address three questions: (1) Can students be facilitated to develop a regular reading habit through an online reading program? (2) Which types of students are more ready to be facilitated? (3) What are the factors most relevant to the facilitation of developing a reading habit? The results of a cross-tabulation show that, through taking part in the extracurricular online reading program, students have started to build up a reading habit. Two types of students are more ready to build up a reading habit — those who used to “read extracurricular materials only shortly before book reports are due” and those who “rarely read extracurricular materials” before taking part in the program. The Pearson correlation is applied to study the correlations between the development of reading habit and each of these eight possible factors: “online reading mode,” “computer operation,” “comprehensibility level of reading materials,” “reading tests,” “score chart,” “setting and context,” “support from teachers and parents,” and “attitude toward reading.” The result shows that all of these eight factors are significantly relevant.

摘要

本研究參考西方認知策略教學的理念設計了一個中文閱讀策略教學課程，配合中文科新課程的推行，在六所成績組別不同的學校的中一年級中文課堂上進行試驗，目的是探討在香港一般課堂上施行策略教學的可行性和成效。參與試驗的教師和學生分別有27人和1,220人。研究結果顯示，不同成績組別的學生接受了策略教學後，在運用策略和理解篇章的表現上均有顯著進步；而大部分教師對策略教學和課程的安排均有正面評價，認為策略教學較傳統中文科的閱讀教學模式為佳，亦容易配合新課程在一般的中文課堂上施行。不過，研究結果亦反映出在策略運用的遷移和保留效應方面，課程的成效有限，而且教師在施行策略教學時亦面對不少實際困難。歸納本研究的結果，研究員認為在香港主流課程中推展中文策略教學的可行性很高，不過要達到策略教學的理想目的──訓練學生成為真正靈活和獨立的學習者，則仍要在教學設計和教師支援方面多作改善。

Abstract

A Chinese Reading Strategy Instruction Program based on the Cognitive Strategy Instruction Model was designed and integrated into the new Chinese language curriculum. This study evaluated the possibility and effectiveness of implementing direct strategy instruction in six secondary schools in Hong Kong. A total of 1,220 secondary 1 (equal to Grade 7) students and 27 Chinese language teachers participated in the study. Findings in the study supported the effectiveness of strategy instruction in enhancing students’ use of reading strategies and comprehension in all achievement levels. Most of the teachers had positive attitudes toward strategy instruction and were satisfied with the arrangement of the Program. Teachers generally agreed that direct strategy instruction was better than the traditional Chinese reading instruction and found it easy to integrate the Program into the new Chinese language curriculum. However, the transfer and maintenance effects of the Program were limited. Teachers also raised questions on some practical problems in implementing strategy instruction in their daily teaching. Whereas findings in this study provided support for integrating strategy instruction into the Chinese language mainstream curriculum, it was believed that improved instructional design of the Program and more support provided to the teachers might enhance greater effectiveness of the Program.

Abstract

In Hong Kong classrooms, “chalk and talk” is the most common teaching approach. Experiential learning, like service learning, is traditionally considered as some kind of extracurricular activities and as charity to the unprivileged. It is seldom linked to learning and public policy. With the introduction of the curriculum reform document Learning to Learn (Curriculum Development Council, 2001), service learning was recommended as a strategy for civic education. Nevertheless the focus is still on service or charity.

As a pilot study, this article explores, by case study of a voluntary service team of a secondary school, how a community service activity was transformed into a social advocacy campaign. The service started with a focus on cleaning a beach near the electric power station in Lung Kwu Tan in Tuen Mun, but ended up with a signature campaign in the school against the government policy of building an incinerator in the community. From the study, evidence has been found that service learning with a focus on social justice could have positive impact on the personal, interpersonal, and active citizenship development of students. In addition, some elements for effective practice of service learning were also identified.

Abstract

This article reports the performance of 15-year-old students of Hong Kong in scientific literacy in an international study called PISA 2000. Hong Kong ranks the third position among 41 participating countries/regions. The mean scores of Hong Kong students are higher than those of the OECD countries at all ability levels, and the difference is particularly great in the lower percentile levels. The high achievement of Hong Kong students in scientific literacy is attributed to the emphasis of the junior science curriculum on an investigative approach, and the adequate provision of qualified science teachers, supporting laboratory staff, laboratories and equipment. The strengths and weaknesses of Hong Kong students in different aspects of the scientific literacy framework are discussed. Suggestions are put forward to improve the science education of Hong Kong for developing scientific literacy in all students.

Abstract

School-based assessment is widely believed to circumvent some of the disadvantages of external examination. Currently, the push for more school-based assessment in secondary schools continues in Hong Kong. This article looks at the particular situation of the teacher assessment scheme (TAS) for the advanced level practical chemistry. Chemsitry teachers’ concerns about implementing the TAS were collected by a questionnaire. Based on the top 10 concerns expressed by 372 TAS teachers, some possible directions for improving the internal assessment scheme are discussed. The results of this study indicate that chemistry teachers are most concerned about workload, resources and support, moderation mechanism, student workload, difficulty in motivating students, and teacher collaboration. The root causes of these concerns are the large number of experiments required in Form 6 and Form 7, lack of support from the Hong Kong Examinations and Assessment Authority as well as the Curriculum Development Institute, reliance of theory marks to adjust TAS marks, the limited roles of group coordinators, and the narrow scope of assessment tasks included in the TAS.

Abstract

While error correction research has focused on whether teachers should correct errors in student writing and what techniques they should use in correcting errors, much less attention has been given to how teachers actually go about error correction. This study investigated the way teachers of ESL (English as a second language) writing corrected student errors by asking them to complete an error correction task. At the end of the task, the teachers were asked to indicate whether they had marked errors comprehensively or selectively, and what criteria they had used in error selection. The teacher corrections were analyzed to find out: (1) what errors they had chosen to mark; (2) what error feedback strategies they used; and (3) the accuracy of the teacher error feedback. The findings of the study indicated that the majority of teachers marked errors comprehensively. The teachers favored direct feedback more than indirect feedback, and all of their indirect feedback was coded. Slightly over half of the error feedback was accurate, and there was a rather large proportion of unnecessary feedback. The article ends with a discussion of the pedagogical implications that arise from the study.