摘要

本文從行動科學和建構理論出發，指出組織學習主要是組織內個人信念或集體信念的轉變過程，讓個體或群體最終能夠產生雙環學習。從建構角度看，這些信念的轉變就是意義系統的改變，而改變過程可能經歷多個階段，每個新階段的意義系統都是從舊有系統擺脫出來。在組織學習過程之中，學習者不斷與內在及外在環境產生新的連繫，同時亦不斷尋找自身的身分（identity）和特徵。另一方面，組織學習背後的推動力量是學習者認知系統內兩個重要的功能：其一是融入（integration）功能──個體融入一個社群環境而變成主體的過程；其二是分化（differentiation）功能──個體由主體關係抽身成為客體關係的過程。

Abstract

Based on action science and constructivist theory about learning, this article asserts that organizational learning is mainly a process whereby beliefs of individuals and shared beliefs of groups within a school organization undergo transformation, so that they may engage in double-loop learning. From the constructivist perspective, transformation of beliefs is the changes of the meaning-making system. These changes may undergo several stages, and each new stage is an evolution from the previous stage. During the process of organizational learning, the learner makes new connections with the external environment and with the self, and seeks new identity and characteristics. On the other hand, there are two major forces that influence organizational learning, and these forces are two important functions of the cognitive system. The force of integration enables the individual to integrate into the social environment and become a subject, and the force of differentiation enables the individual to differentiate from the environment and become an object.

摘要

本研究主要是以問卷調查的形式探討香港中學中文科教師的閱讀教學觀和教學模式，參與研究的教師共493人，分別來自170所不同的中學。研究結果顯示，新修訂中學中國語文課程（下稱「新課程」）經過了幾年的推行，教師普遍對能力導向的閱讀教學觀有不錯的認同度，在教學模式方面亦大致切合新課程以能力發展為主的原則。研究發現，教師的閱讀教學觀和教學模式與他們對新課程指引的熟悉程度、教授新課程的經驗和任教學生的程度有密切關係。研究結果亦支持教師的閱讀教學觀與他們的閱讀教學模式有正面的關係，能力導向閱讀教學觀較強的教師在教學設計、教學方法和評估方法方面均較為符合發展學生閱讀能力的原則。本研究同時發現，傳統範文導向的教學觀與新課程所建議的能力導向教學模式亦有微弱但正面的關係。有關的研究結果對如何落實新課程的理念和提高中文科閱讀教學的效能有重要的啟示。

Abstract

This study investigated Hong Kong Chinese language teachers’ conceptions of reading instruction and their instructional approaches under the implementation of the Newly Revised Secondary Chinese Language Curriculum (hereafter referred to as “the new curriculum”). A total of 493 Chinese language teachers from 170 secondary schools in Hong Kong participated in this study. After the new curriculum has been implemented for nearly four years, the findings of this study indicated that teachers showed a high level of acceptance of the competence-based orientation and their instructional practices were generally consistent with the principles of the new curriculum. Teachers’ conceptions and practices of reading instruction were closely related to their familiarity of the new curriculum guide, experiences of implementing the new curriculum, and the ability level of their students. Consistent with previous studies, the findings of this study showed that teachers’ conception of reading instruction had positive relation with their daily instructional practices. The instructional approach of teachers who held a high level of competence-based orientation was more consistent with the principles of developing students’ reading ability than was other teachers. The findings also indicated weak but positive correlation between the traditional text-based orientation and the competence-based instructional approach proposed in the new curriculum. Implications of these findings for understanding and facilitating Hong Kong teachers’ implementation of the new reading instructional approach are discussed.

摘要

香港課程發展議會自2000年提出《學會學習：課程發展路向諮詢文件》以來，如何實施「學與教的新文化」，成為教師專業發展的重要課題。視覺藝術科亦不例外，這除了是課程名稱由過去的「美勞科」（小學）或「美術與設計科」（中學）統一修訂為「視覺藝術科」外，究竟教師知道要改甚麼嗎？

2003–2004年度，研究者透過6所中學10位視覺藝術科教師組成的3個視覺藝術科「課堂學習研究」（learning study）個案，發現教師對「學會學習」的課程改革路向仍然處於混沌期。最明顯的例子是，教師沒有察覺自己仍然以「教師中心」的思維來規劃和實施視覺藝術課程，很少為學生提供「學會學習」的空間。通過「課堂學習研究」的共同備課、互相觀課和教學評鑑，參與研究的教師深深體會教師「教了」不等於學生「學了」；要學生學會視覺藝術知識或評賞方法，教師必須相信學生有能力參與討論、解難和自我表達。

Abstract

Since the Curriculum Development Council published the consultation document Learning to Learn: The Way Forward in Curriculum Development in 2000, how to implement “the new culture in teaching and learning” has been an important issue to teachers’ professional development. Visual arts has no exception. Besides the name of art education has been changed from Art & Craft (primary) and Art & Design (secondary) to Visual Arts, do art teachers know what has been changed?

In the 2003–2004 academic year, through three cases of “Learning Study” in visual arts, which were done through 10 art teachers from 6 schools, the researcher discovered that teachers felt ambiguous of the meaning of “learning to learn.” The obvious example is that teachers did not realize they are still adopting teacher-centered thinking to plan and implement their school-based visual arts curriculum. They rarely provide room for “learning to learn.” Through collaborative preparation, peer classroom observation, and teaching evaluation in the Learning Studies, the teachers involved deeply learned that “being taught” by teachers does not mean “being learned” by students. In order to let students learn the knowledge of visual arts and methods of criticism, teachers must have the faith that students are able to discuss, solve problems by themselves, and express their own views.

摘要

本文先介紹「專業發展進展圖」（簡稱為「進展圖」）的構思及其「促進學習的評估」的理念，繼而闡述一個質性研究。該研究探討16位視導導師及21位在職實習教師在教學實習評估中初步使用「進展圖」的情況，透過訪問，了解他們的實踐經驗。研究有助筆者了解「進展圖」的初步使用情況，從而啟發對下列議題的思考：（1）教學實習評估體系的設計與資源的投放；（2）評估文化的轉變；（3）「進展圖」、「促進學習的評估」與總結性評估的關係。

Abstract

This article presents a Professional Development Progress Map (hereafter as Progress Map) and the rationale of “assessment for learning” which underpins its use in field experience assessment. It reports a qualitative study in which interviews were conducted to understand its trial use by 16 teaching supervisors and 21 teacher participants of in-service teacher education programs. Through understanding the initial experience of using the Progress Map, we gain insights on the following issues: (1) the design of and resource allocation in the field experience assessment scheme; (2) the change in assessment culture; and (3) the relationship between the Progress Map, “assessment for learning,” and summative assessment.

Abstract

Peer mediation is a school-based intervention program that was implemented in response to the rising violence in schools, and to the need for alternative and more proactive discipline plans. Using the theoretical framework of the Social Identity Theory, this article highlighted the importance of peer mediation in helping adolescents resolve their conflicts in a positive and constructive way. Two vignettes, one with peer mediation and the other without, were used in this study. Each vignette described a conflict between an offender and a victim of different social identities. Responses to the questions at the end of the vignette gave evidence of the participants’ perception of the victim’s identity and their level of empathy for the victim in peer-mediation and non-peer-mediation situations. Results revealed that at-risk youths were more likely to perceive the victim in his personal identity and also displayed greater empathy for him during peer mediation. However, in a non-peer-mediation situation, they are more likely to perceive the victim in his social identity and displayed significantly less empathy. No significant differences were found among the non-at-risk youths in both vignettes. Implications of findings for successful mediation of conflicts are also discussed.

Abstract

Since 2005, there have seen rapid advances in podcasting, a new technology for broadcasting audio programs on the Internet. Podcasting was originally for conveying information and entertainment. But soon educators saw the huge potential it has for teaching and learning. Many writers have pointed out the huge benefits that podcasting can offer language education, especially with regard to developing learners’ listening and speaking skills. This article deals with the application of podcasting in teaching English as a second/foreign language. It begins with a brief introduction to podcasting. The article will then proceed to the ELT (English Language Teaching) podcasting proper. This will cover: (a) how to locate ELT podcasts, (b) the content of ELT podcasts on the Web and how to use such resources for improving learners’ listening skills, and (c) the educational benefits of teacher podcasts and student podcasts. The last part of the article will suggest suitable speaking activities for student podcasts. Radio drama and ELT rap, two kinds of oral language arts activities which are deemed particularly suitable for Hong Kong’s secondary schools, will be explained.