摘要

學校改進是複雜而帶有目標的活動，要靠能動者發揮其潛能和創意，以互利的態度協作來增強學校的發展能量。本文以「活動理論」中的「活動三角形式」為綱，並以香港「優質學校改進計劃」的校本改進工作為例，探討該計劃的主要能動者──「學校發展主任」和「借調教師」──在學校開展改進工作的歷程。文章試圖透過描述能動者的工作特性和實踐經驗，展示學校改進其實是一種延展性的學習活動。

關鍵詞：學校改進；香港教育；教育改革；大學與學校協作

Abstract

School improvement warrants a complex series of activities with clear objectives. The success of school improvement depends on the ability of change agents to enhance the capacity of client schools with creative energy and an attitude that ensures mutual benefits. This article depicts the work of the Quality School Improvement Project from the perspective of Vygotsky’s activity theory. By focusing on the dynamics generated from an “activity triangle,” the discussion explores the roles and functions of active change agents in the school improvement endeavor, i.e., School Development Officers and seconded teachers. The experience of change agents suggests that school improvement is a kind of mediated learning activity that stretches the change capacity of all participants.

Keywords: school improvement; Hong Kong education; education reform; university-school partnership

摘要

過去十多年，海內外學者曾深入探討「課程」和「教學」這兩個概念。整體而言，有提倡教學包含課程，有認為課程包含教學，有主張課程與教學並列，亦有較積極的學者建議把課程和教學整合。然而，學者在探討時主要是從概念出發，分析兩者的關係。本文目的是從學者的文章，探討他們對「課程」與「教學」的理解，並檢視兩者的差異。本文分三部分，首先概述學者對這兩概念的看法，接着從學者的文章判斷他們理解這兩個概念的差別，最後提出結論。本文發現，「課程」與「教學」各有關注點。筆者認為課程探討的範圍較教學的廣泛。「教學」重在探討學習者和教師，集中在課室層面；「課程」重在探討教育內涵的形塑問題，涉及不同層面，較集中在制度層面、地區層面、學校層面。

關鍵詞：課程；教學；學習

Abstract

During the past ten years, scholars have inquired into the concepts of “curriculum” and “teaching” with great efforts. In general, some scholars advocate teaching embodying curriculum, some regard curriculum embracing teaching, and some suggest that they are parallel concepts with close relationship. A few scholars proactively integrate “curriculum” and “teaching,” aiming to provide a better understanding on their relationships. However, the discussions of these scholars are only conceptual ones without research elements. This article aims to inquire scholars’ understanding of the two concepts through their actual usage and to distinguish the differences between the concepts. The article consists of three parts. First, it summarizes the scholastic views on these two concepts. Then, it identifies the differences between these concepts from their application by scholars. Finally, concluding comments will be made. This article finds that scholars have different concerns when using “curriculum” and “teaching.” The authors regard the inquiry of curriculum as having a broader scope than the inquiry of teaching. Whereas “teaching” focuses on the inquiry of learners and teachers at the classroom level, “curriculum” focuses on the inquiry of shaping education content at various levels like the system level, the regional level, and the school level.

Keywords: curriculum; teaching; learning

摘要

面對日益膨脹和泛濫的資訊，怎樣教導學生建立批判能力，從而懂得選取及運用資訊，這已成為教育研究中十分重要的課題。本研究透過實驗法（共401名中六學生參與），比較直接講授法與議題探究法兩者的效能。其中後者注重探索（如分析流行電影、電視節目），這正是香港新高中課程所採用的方法。本研究結果顯示，相對於控制組，兩種教學法都能提高學生的批判性思考能力。此外，研究亦顯示，老師不應低估直接講授法的好處。有系統的講解及總結，會令學生更容易掌握內容，並能將思考方法轉移及應用於新的情境中。

關鍵詞：批判性思考；教學法；直接講授法；議題探究法

Abstract

Students are faced with an ever-increasing amount of information everyday. Teaching them how to select and utilize the information so obtained is therefore of paramount importance. In this research with 401 Secondary 6 (Grade 12) students, we compared the effectiveness of the direct instruction and issue inquiry methods. The latter can be conducted through the analyses of popular films and TV programs and is the approach adopted by the Hong Kong new senior secondary school curriculum. Results showed that, as compared to the control group, both approaches were able to enhance students’ critical thinking competence. Furthermore, the research also indicated that teachers should not underestimate the benefits of direct instruction. Under systematic instruction and with good summaries, students can grasp the main content and transfer the skills to new situations easily.

Keywords: critical thinking; teaching methods; direct instruction; issue inquiry

摘要

在中國大陸，1949年之後，國家政權更迭，大學發生了很大變化，這一變化影響至今。把握了這段時期大學的變化，就能理解今日大學的形態及當下大學種種變革的基礎。本研究用歷史敘事的方法，以北京大學為個案，探討了1949年中國共產黨建立新政權之後，中國大學身分的變化與建構。研究發現，由於新政權實行高度集中的計劃經濟，市場缺失，所以建國之初中國大學的身分特徵純粹在國家與大學的互動中建構。1949年之後，經過國家對大學的接管改造、院系調整等措施，大學被納入到既有的政治、思想框架中，成為人民陣營之一部分，並進入了國家領域的範疇，成為為國家、為人民、為社會主義建設服務的重要工具。由此，其身分也從原來的舊式大學轉為走向極具政治意涵的「人民的大學」。

關鍵詞：中國大學；身分；北京大學；敘事

Abstract

With the transfer of state power since 1949, universities in the Chinese mainland experienced great changes, and their influences are still there. Understanding the changes of these universities during this transitional period is important in understanding the current status of today’s universities in the Chinese mainland as well as the recent reforms they have undergone. This study adopts a historical narrative method to explore the identity changes and new identity construction of universities in the Chinese mainland since the CCP (Chinese Communist Party) founded the new nation, with Peking University as a case in point. Research indicates that due to the highly centralized planned economy adopted by the new state power and the absence of market forces, the identity of universities in the beginning of the new China was constructed amid the interactive forces of state and university. Since 1949, after takeover, restructuring and other measures by the state, universities were incorporated into the existing political and ideological frameworks and joined the mainstream socialist camp. Since then, universities in the Chinese mainland became tools to serve the country, serve the people, and serve the socialist construction. Accordingly, their identity changed from old-fashioned universities to “people’s universities” laden with heavy political meanings.

Keywords: universities in the Chinese mainland; identity; Peking University; narrative

摘要

香港為迎接新世紀而進行課程改革，把「批判思考」認定為其中一項核心共通能力；同時在新高中課程的核心科目通識教育科中，亦把「批判思考」訂明為重要的元素。2009年，教育局發布了一個教材套，具體訂定了「批判思考」的定義與內容。本文將對這個官方所理解的「批判思考」版本加以評核。對照於「批判思考」教學、「批判素養」與「批判教學法」的相關文獻，本文將顯示官方界定的「批判思考」，忽略了在「批判思考」教學議論中的重要度向及批判性本身的大部分要素。據此，本文將提出一個較為綜合的架構，使讀者在理解「批判思考」理念時有所參考。

關鍵詞：通識教育；批判思考；批判素養；批判教學法；批判理論

Abstract

Critical thinking has been identified as one of the core generic skills in the curriculum reform of the Hong Kong educational system for the new millennium. It has also been stipulated as the essential constituent for the core subject Liberal Studies in the New Senior Secondary Curriculum. In 2009, the Hong Kong Education Bureau has issued an instructional package to specify the definition and substances of the concept. In this article, this official version of the understanding of the concept will be assessed. With reference to the literature of critical thinking, critical literacy and critical pedagogy, this article will show that the official definition of critical thinking has neglected some significant aspects in the discourse of critical thinking teaching and most of the essential features of the notion of criticality. Accordingly, the article will propose a more comprehensive framework for understanding the idea of critical thinking.

Keywords: Liberal Studies; critical thinking; critical literacy; critical pedagogy; critical theory

摘要

本文嘗試從三方面討論環境教育與課程改革的關係。首先，文章分析與環境教育相關的教育取向和課程理論，以及這些取向和理論對課程改革的啓示。接着，本文透過討論一些環境教育課程實踐的例子，帶出可把課程改革作環境教育的載體，並說明影響推行環境教育的因素。最後，本文討論在未來推廣以可持續發展為導向的環境教育時有甚麼策略和展望。

關鍵詞：環境教育；課程改革；可持續發展

Abstract

This article attempts to discuss the relationship between environmental education and curriculum reform in three aspects. First, the author analyzes the educational perspectives and curriculum theories related to environmental education as well as the implications of these perspectives and theories for curriculum reform. Second, the author discusses some examples of environmental education curriculum practices which illustrate curriculum reform as a vehicle of environmental education and reveal the factors affecting the implementation of environmental education. Finally, the author discusses the strategies and prospect for promoting environmental education for sustainable development in future.

Keywords: environmental education; curriculum reform; sustainable development