摘要

無論在社會學、政治學、經濟學、心理學或人類學，信任關係的建立都是個愈來愈重要的研究課題（Coleman, 1990; Delhey & Newton, 2003; Huang, 2003; Newton, 2004; Putnam, 1993, 2000）。在教育上，對學校改進及改革而言，建立信任關係既是手段，亦是目的（Brown, 1998; Bryk & Schneider, 2002; Meier, 2002; Moye, Henkin, & Egley, 2005）。尤其在現行權力下放、私營化、問責制及學券制等教育改革浪潮下，不少教育改革者提倡通過家校合作，提高學生、家長及教師的互信，從而改善學習氣氛及學校效能（Adams & Christenson, 1998, 2000; Epstein, 1990）。本文嘗試釐清教師與家長及學生的信任關係的本質，探討家校合作與家校信任的關係，並分析家校合作與家校信任對學校效能的可能影響。

Abstract

There has been a growing interest in the study of social trust among contemporary social scientists in the field of sociology, political science, economics, psychology, and anthropology (Coleman, 1990; Delhey & Newton, 2003; Huang, 2003; Newton, 2004; Putnam, 1993, 2000). In the context of education, trust is not only a means but also an end of school improvement and reform (Brown, 1998; Bryk & Schneider, 2002; Meier, 2002; Moye, Henkin, & Egley, 2005). Under the recent waves of reforms that center on decentralization, privatization, accountability and voucher scheme, reformers advocate that home-school collaboration can enhance trust among students, parents and teachers, which in turn would improve school climate and school effectiveness (Adams & Christenson, 1998, 2000; Epstein, 1990). This article aims to clarify the nature of trust teachers have toward students and parents, to examine the relationship between collaboration and trust in home-school partnership, and to analyze the possible impact of home-school collaboration and trust on school effectiveness.

摘要

自20世紀90年代以來，教師情緒愈來愈受教育學者們關注。借鑑情緒勞動、教學的情緒地理以及教育變革的社會地理等概念，本研究運用個案研究方法，分析了教師在中國內地高中課程改革初期經歷的情緒衝擊，辨析了其中蘊涵的不同類型的社會性影響因素。研究結果表明，情緒是課程改革的一個基本維度。在課程改革中，教師身處一種十分複雜的情緒地景之中，要為管理自身的情緒付出很大的努力。這為高中課程改革的管理和實施帶來了一些啓示。

Abstract

Teacher emotion has been received more and more attention in educational research since the 1990s. Based on the concepts of emotional labor, emotional geographies of teaching, and social geographies of educational change, this study used the case study method to examine the emotional impacts that teachers experienced during the initial implementation of the senior secondary school curriculum reform in the Chinese mainland, and to identify the various social influencing factors of teacher emotion. The results of the study indicated that emotion is an essential dimension of curriculum reform. Teachers were placed in highly complex emotional landscape in the curriculum reform, and they had to pay lots of effort to manage their feelings and emotions, which gave some implications for the management and implementation of the senior secondary school curriculum reform.

摘要

在2009年9月實施的新高中學制改革，將「通識教育科」列為高中課程核心科目之一。面對這樣一項關注學科統整理念且勢在必行的課程改革策略，不少長期從事分科教學的教師都開始紛紛尋求專業發展和自我增值的機會。本文以香港某大學開設的有關通識教育科課程發展與教學的碩士課程（下稱「通識教育碩士課程」）為例，主要透過問卷調查、焦點訪談及「學習反思日誌」搜集資料，試圖回應兩個研究問題：（1）修讀通識教育碩士課程的學員有何背景特質？（2）學員透過碩士課程的學習，在哪些方面獲得了新的學習體驗？本文提及教師專業發展的概念，透過描繪學員的背景差異和刻畫學員的學習體驗，反映前線教師對專業發展的意見，以期凸顯剖析教師專業發展理念內涵的重要性，並希望對通識教育科教師的專業發展亦具有一定的意義。本文最後提出「授之以漁，而非授之以魚」，希望引起教師教育工作者關注和思考教師專業發展的可能有效途徑。

Abstract

Starting from September 2009, Liberal Studies will be one of the core subjects in the New Senior Secondary curriculum. In the face of this curriculum reform which focuses on subject integration, lots of subject teachers have started to look for opportunities for further professional development and self-enhancement. Taking the experience of students of the Master of Arts Programme in Curriculum Development and Teaching of Liberal Studies offered by a university in Hong Kong, this article attempts to find out: (1) the characteristics of students in the program in terms of their “teaching experience,” “subject background,” “role in the development of the subject Liberal Studies,” and “learning motivation”; (2) the learning outcomes achieved by students. The purpose is to understand how frontline teachers perceive teacher professional development. Questionnaire, focus interview, and analysis of students’ learning log were used to collect data.

摘要

變遷社會中價值教育的重點乃在「亂中求序」以及「異中求同」，而該「序」與「同」須立基於倫理核心價值的基本規範，才能促進人們自由自律地展開多元創新和容忍、尊重的豐富生活。本文藉由「品德校園」的理念，一則賦予倫理核心價值在當前價值教育的轉化意涵；二則強調學校須以民主多元的參與方式，建立學校本位及其特色的倫理核心價值及行為準則，並透過校園中的各類課程（包括正式、非正式與潛在課程），運用各種創新的策略加以實踐。此外，筆者亦以台灣國中與國小各一所學校的實驗研究為例，舉出其建構與實踐學校本位倫理核心價值的歷程與結果，包括校園成員代表的討論、親師生票選核心價值、建立行為準則、積極宣導、教師專業培訓、進而融入課程與校園生活，以及評鑑檢核其成效等。本文期望藉由揭櫫品德校園的理念與實踐，彰顯當前價值教育中倫理核心價值的嶄新思維與創意策略，並為教育界致力於優質與永續校園發展提供參考。

Abstract

A central priority of modern values education is to present certain core ethical values to serve as a standard in a changing society, which is subject to great variance in both moral judgment and action. These core ethical values represent certain basic societal order and consensus and may offer people living in the same community a better life with justice, caring, and autonomy. “Character-based school culture” (CBSC) model, which has clear rationale and multiple strategies, focuses on how to construct and implement core ethical values in schools. The main purpose of this article is to introduce how the author applied the idea of CBSC model into one Taiwanese elementary school and one junior high school for two years. First, in cooperation with these two schools, the author helped to construct their core ethical values of school through a democratic process, which included meetings and participation of staff, students, and parents. Second, teachers took part in a number of workshops held by the author in order to improve their professional skills and better enable them to learn to fuse core ethical values into formal, informal, and hidden curricula with creative strategies. Finally, the author used both qualitative and quantitative research methods to evaluate the effectiveness of the experimentation. This article revealed that the construction and implementation of school-based core ethical values can improve values education of schools with high quality and sustainable development.

摘要

在台灣近年的教育改革趨勢中，就道德教育教學而言，不論是中、小學九年一貫課程或是高中新課程綱要，都可看出近十年來生命教育的興起與教育現場的道德教育有互相交融並用之勢。這種重視感性體驗的教育需求，亦需要有相應的理論作為反省和實踐的依據。

本文論述了以關懷關係為主的女性主義關懷倫理學，指出教育的歷程亦是個感受情意和學習關懷關係（包括被關愛、關愛自己和關愛別人）的歷程。在道德情感上，文章提出內在三角動力關係，以及道德教學法的四個面向。本文並以儒家的「情深而文明」句和「學而時習之」章，分別對比於關懷倫理學之重視道德情感的生發，以及教育上注重學生自我價值感與道德情感的疏通，作為理論的印證和傳統文化的新詮。文章最後提出：以關懷倫理學對道德情感的思維，融入近年來台灣新興的生命教育以體驗為主的教學，非常有助於教師回應學生道德情感的需求。

Abstract

This article first describes some educational phenomena in Taiwan, including: Life Education becoming a new and important learning area from primary to senior high schools in the Official Curriculum, and more and more teachers integrating Life Education into Moral Education in daily school life.

Then, the article argues that in order to enhance the motives of students’ moral practice, the teacher should sensitively respond to students’ needs of moral sentiments in everyday school life. The educational process is a process of feeling and learning of caring relationships (i.e., being cared for, caring for self, and caring for others). There is a dynamic relation among moral sentiments, moral ideals, and moral commitments for response. When students get integrating self-image from the inside, and connect moral sentiments to the outside, they could fulfill the motives of moral praxis.

Finally, the article affirms that integrating the ethics of care into Life Education instruction is a good way to enhance the moral sentiments of students, and in turn to enhance the motives of moral practice.

Abstract

As Editor of the Journal of Moral Education for over 30 years, it could be said that I have witnessed a generation of international scholarship in the emerging and developing field of moral education. In this article, I offer a personal reflection on this journey, drawing on this editorial experience and as an educational researcher. I address the questions: Whence moral education? Whither moral education? To do so will involve comparing and contrasting: sociological contexts for work in moral education, then and now; changing and enduring concerns, issues, and emphases; the development of educational disciplines; specialism and professionalism; curriculum policy and practice; teaching and learning approaches and methods. “Marking moral education” thus has at least three meanings: this is a time at which to chart the course of moral education and to consider it in its current context; thus it is appropriate to evaluate its progress and ongoing problems; and, in so doing, to remark on likely future concerns and issues for the field. In valuing and engaging with moral education, from Eastern and Western perspectives, scholars need to return to fundamental questions about why be moral in this global age.

Abstract

The notion of being negligently and legally liable for poor teaching that results in the failure of students being able to achieve expected educational outcomes is an unimaginable prospect. However, there is an emerging trend of legal proceedings being brought against teachers, blaming them for low scores in literacy, numeracy or even the failure to pass an examination. The duty implied on educators to ensure the educational well-being of their students and the breach of such duty is what is commonly termed in the literature “educational malpractice” or “educational negligence.”

In this article, several cases relating to educational malpractice that took place in the U.S., the U.K., and Australia are reviewed, and the cases demonstrate that the courts are beginning to show a willingness to extend the tort of negligence to students’ intellectual harm. The author then conducted a small-scale investigation to ascertain the views of school principals regarding this issue, with very interesting results.

Abstract

The issue of education vouchers has been widely researched as they are seen by many people as an effective strategy for improving the quality of education services. Striving to enhance the quality of the kindergarten education service in Hong Kong, the government of the Hong Kong Special Administrative Region has committed a substantial sum of HK$2 billion per year to run the Pre-primary Education Voucher Scheme (PEVS) from 2007–2008. The PEVS aims to “Increase Investment, Enhance Quality” (Education Bureau, 2008b) in education services. But it is questionable whether offering a direct subsidy to kindergarten parents through the PEVS is an effective means to improve the professional quality of kindergarten services. This article discusses whether, given the peculiar Hong Kong context for such services, the PEVS indeed promises high-quality kindergarten education provision.