摘要

從過往的研究和學習理論來看，變式課程可以為數學學習建立「過程」與「內容」之間的橋樑；亦即是說，能在提升高層次思維能力及共通能力之餘，亦不會丟失堅實的學科基礎。本文嘗試選擇高小三個課題（速率、立體體積及棒形圖），按變式教學理念發展出具體的教材，以說明變式課程的設計理念。

Abstract

Developments in learning theories and researches have shown that spiral bianshi curriculum can become a bridge from “basic skills” to the development of various process abilities in the learning of mathematics. In other words, students can acquire basic skills and develop higher-order thinking competences at the same time. In this article, attempt is made to illustrate the principles of designing spiral bianshi curriculum using three mathematics topics at senior primary level as examples.

摘要

本研究主要透過教師訪談和課堂觀察，探討在新課程實施下香港高中中文科教師的閱讀教學觀，以及他們實施閱讀教學的情況。參與研究的高中中文科教師共6名，分別來自不同成績組別的中學；他們有不同的教學年資，對新課程的熟悉程度亦各有不同。研究結果顯示，新課程推行了幾年，教師普遍都認同能力導向的閱讀教學觀，亦在施行閱讀教學時更加重視能力的訓練，並給予學生更多參與的機會。不過，研究結果同時顯示，教師對新課程的接受程度不一。他們普遍認為實施了新課程後，學生大多不重視知識的積累，語文基礎薄弱；而且，大部分教師仍是以傳統的教師主導模式施行閱讀教學。有關的研究結果對如何改善新課程的實施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’ perceptions on reading instruction and their instructional practices in senior secondary grades under the implementation of the new curriculum. A total of six teachers participated in this study. They come from schools with different bandings, have different years of teaching experiences, and have different levels of familiarity with the new curriculum. On the one hand, the findings of this study indicated that after the new Chinese language curriculum has been implemented for several years, teachers showed a high level of acceptance of the competence-based orientation. They also placed great emphasis on students’ ability development and increased students’ participation in their instructional practices. On the other hand, teachers held different views on the proposed instructional approach of the new curriculum. They pointed out that after the implementation of the new curriculum, students’ language foundation became weaker because they put less effort on memorizing the knowledge. Moreover, most of the teachers still adopted a traditional teacher-centered approach in teaching reading. Implications of these findings for understanding and facilitating Hong Kong teachers’ implementation of the new reading instructional approach are discussed.

Abstract

This article investigates the association between students’ self-related cognition and mathematics performance in Hong Kong, a region that has excelled in mathematics performance in previous international studies. The five constructs of self-related cognition are: self-concept, self-efficacy, interest and enjoyment, instrumental motivation, and anxiety.

The data were obtained from the second cycle of the Programme for International Student Assessment (PISA), an international assessment measuring the performance of 15-year-old students from over 40 countries/regions around the world. Multilevel analysis was used to examine the relationship between self-related cognition and mathematics performance.

The study found that self-efficacy and self-concept were significantly associated with mathematics performance even after controlling background factors of both students and schools. High level of mathematics anxiety might not have direct effect on mathematics achievement; however, it might reduce the self-concept and self-efficacy of girls, which in turn, might affect their mathematics performance.

Abstract

This article reports part of the findings of a longitudinal study on the effects of a language policy implemented in 1998 on the science learning of junior secondary students. It focuses on the effects of the instructional medium on the instructional activities in science lessons. According to students’ responses to a questionnaire, EMI (English as the medium of instruction) teachers tended to adopt a more didactic approach and use less interactive activities than CMI (Chinese as the medium of instruction) teachers. In practical work, EMI students had fewer opportunities to design investigations, but tended to follow prescribed instructions. These findings are consistent with the observations on science lessons. In comparison with CMI teachers, EMI teachers spent more time on instruction and checking answers with their students, but seldom asked questions to assess students’ understanding or higher cognitive skills. While EMI students were passive and quiet during lessons, CMI students were more active in answering or raise questions. By using short, disjointed sentences, EMI teachers often failed to communicate abstract or complex concepts accurately. To resolve these problems, EMI teachers need to master the skills to express cognitively demanding concepts through context-embedded language, and to facilitate students to acquire science knowledge while building their language skills. It is also helpful to allow more time for the transition from CMI to EMI.

Abstract

Implementing curriculum integration initiatives is far from easy. In Hong Kong, the change has been imposed to schools for more than twenty years. However, experiences show that they were not successfully implemented. To successfully implement such an initiative, teachers have a pivotal part to play. Past research studies have shown that teachers are influenced by their conception. This article reports an in-depth qualitative study on the conception of curriculum integration of seven primary school teachers. The findings indicate that teachers’ conception of curriculum integration comprises five dimensions and the conception of Hong Kong primary school teachers is generally confused and conservative. Most participants are still more adhered to or showing more acceptance of a teacher-centered, discipline-based type of teaching and curriculum.