摘要

學校改進工作是一項複雜工程，牽涉多個層面的互動和持續發展，而能動者的能動性及其工作的延續力是提升學校整體發展能量的關鍵。本文以「活動理論」中的「活動三角形式」為基礎，以香港「優質學校改進計劃」為個案，探討與學校改進計劃工作有關的兩種延續力：計劃自身發展的延續力，以及其支援工作在學校裏所發揮的延續力。本文探討計劃如何配合教育環境和學校需要的改變而不斷蛻變與更新，從其持續發展之中展現延續力，並分析計劃的能動性如何在學校層面發揮作用，並使學校的改進能量得以延續。本文發現，過去鮮為人探討的一些活動實踐元素，如改進計劃和學校的價值取向及角色分工，都對其工作發展和更新產生積極作用。

關鍵詞：學校改進；香港教育；大學與學校協作；延續性

Abstract

School improvement is a complex and challenging project. It warrants multi-layers of interaction among stakeholders. The goal of such interaction is sustainable development. The agency of change agents and the sustainability of their work are crucial to the success of school improvement. This article discusses the sustainability of school improvement endeavors from the perspective of cultural-historical activity theory. The developmental experience of the Quality School Improvement Project, a major university-school partnership program in Hong Kong, is used to illustrate the intricacies of sustainability. Two facets of “sustainability” are discussed: the sustainability of the school improvement project itself and the sustainability of its impact on schools. The analysis suggests that elements such as value, belief, and role of the internal and external change agents have an impact on the sustainability of school improvement.

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

摘要

在大學與學校協作所推動的學校改進工作中，大學的支援人員以「外來者」的身分與學校協作帶來改變，其角色的重要性毋庸置疑。據以往對西方大學與學校協作的研究發現，大學支援人員普遍給視作「專家」或「夥伴」，前者強調支援者的專業權威，後者着重與受眾的平等關係。學校教師對於支援人員的角色有何期望及理解，往往受眾多因素影響，亦隨協作過程不斷轉變。本文採用敘說研究（narrative inquiry）的方式，探析香港優質學校改進計劃學校發展主任推動學校改進的經驗，並匯入參與教師的意見，嘗試對大學支援人員擔當「專家」或「夥伴」角色有更立體的理解，期望擴大現存研究發現於華文社會的應用。

關鍵詞：大學與學校協作；角色調協；敘說研究

Abstract

In the past few decades, an abundance of research effort was drawn to investigate the role of external change agents bringing about positive changes to school in the context of university-school partnership. No matter what titles given to external change agents, their roles have been widely recognized as “experts” and “partners,” with the former mainly as figures of authority and the latter as working affiliates with shared goals and accountability. School teachers’ expectation and perception of these roles are also found to be influenced by various factors, and would evolve along the course of collaboration. This article examines the process of role negotiation of school development officers in collaborating with schools under the Quality School Improvement Project (QSIP), a large-scale university-school partnership project for school improvement in Hong Kong. In the form of narrative inquiry, the article attempts to provide a contextualized basis in Chinese setting for further discussion of the roles of “expert” and “partner,” which is of crucial importance both to the enrichment of recent literature, and the success of any university-school partnership project.

Keywords: university-school partnership; role negotiation; narrative inquiry

摘要

自從維果斯基的「最近發展區理論」在學前教育界廣受傳播和應用，兒童學習和發展評估便成為學前教育所關注的重要議題。學前教師要隨時隨地觀察、評估並確認兒童現有和潛在的學習和發展水平，俾能在進行教學指導時有的放矢。對此，學前教師是否作好了充分準備？本文從教師所遇到的實際問題和現有文獻出發，探討學前兒童學習和發展的評估範疇。

關鍵詞：學前兒童；評估範疇；知識和技能；認知發展；氣質

Abstract

Since Vygotsgy proposed the theory of the zone of proximal development, evaluating young children’s learning and development has become important in early childhood education. Preschool teachers are expected to purposefully and effectively promote children’s development through observing and evaluating children’s current stage of development and identifying their potential abilities. Are preschool teachers ready to face the challenge? Based on literature review and the understanding of practical problems faced by the teachers, this article focuses on discussing the issues in relation to the evaluating framework.

Keywords: preschooler; framework of evaluation; knowledge and skill; cognition; temperament

摘要

近年，香港政府積極考慮將香港發展成區域教育樞紐，以加速香港高等教育的國際化。本文報告一項關於香港高等教育國際化的委託研究，透過與高等教育持分者作深度訪談、查閱網頁及報章等質性資料，分析香港高等教育國際化的誘因和障礙。研究發現，促進國際化的因素包括香港的金融中心地位、中港互動、社會自由、高等教育質素等；但政策配套措施欠善、對外宣傳策略不周、非本地生融入社會的問題等，都對高等教育國際化有不利影響。

關鍵詞：高等教育；國際化；教育樞紐

Abstract

Recently, the Hong Kong government has considered internationalizing its higher education and promoting Hong Kong as a regional education hub. This article reports the findings of a commissioned survey on internationalizing Hong Kong’s higher education. Through qualitative methods such as interviewing stakeholders of Hong Kong’s higher education and searching information from relevant Websites and newspapers, the facilitating factors for and barriers to internationalization were analyzed. Hong Kong being a financial center, the interaction between Hong Kong and China, a society of freedom, and the quality of higher education are those facilitating factors, whereas inadequate policy infrastructure, insufficient visibility of Hong Kong’s higher education services, and social integration problem of non-local students are negative factors for the internationalization of higher education.

Keywords: internationalization; higher education; education hub

摘要

自香港課程發展議會提出「以普通話教授中國語文」（「普教中」）為中國語文教育的長遠目標後，各界人士對有關課題進行了不少討論，其中以「『普教中』可以提升學生的中文能力」的說法的爭議最大。本文旨在以「輸入－敎育過程－輸出」的系統理論擬寫初步架構，分析「普教中」各層面的問題及方向以作進深研究，並且探討教育過程中的教學法、學習行為、心理特質等面向，以釐清「普教中」的研究問題。

關鍵詞：普教中；理論；架構；教育過程；基本策略

Abstract

Since the Curriculum Development Council proposed “using Putonghua as the medium for teaching Chinese” (PMI) as the long-term goal in Chinese Language education, different sectors and parties have given their voices on the issue. The notion that “PMI can raise students’ standards of Chinese Language” is particularly controversial. This article puts forward the systemic Input-Process-Output theory to outline and analyze the questions and directions of various aspects of PMI for further researches, and explores the different dimensions (like methodology, learning behavior, and psychological traits) of the education process to epitomize the different research questions of PMI.

Keywords: PMI; theory; outline; educational process; basic strategies