摘要

2011年5月，課程發展議會公布了《德育及國民教育科課程指引（小一至中六）：諮詢稿》，進行三個月公眾諮詢。本文是筆者對有關諮詢稿的回應，包括：（1）環繞諮詢稿的眾多言論，筆者發現當中有不少謬論以至歪理，身為負責任的教育工作者，實須加以批判，以正視聽，使香港特區的國民教育政策議論，不致被政客的媚詞及黨派的腔調所騎刼，並回到教育與教學的實質探討上。（2）諮詢稿所建議的課程內容，犯了一個嚴重錯誤，就是把香港特區國民所身處的幾個重要制度脈絡──國家、民族與「民族國家」──胡亂配置與混淆，致使所建議的國民教育課程內容完全不符合中國歷史現實、當今國情及香港本土文化社會實況。（3）諮詢稿所建議課程內容的另一錯誤，就是把香港特區國民歸屬於錯誤的身分認同概念視域之下，致使香港學童所認同的一種國民身分，不單與中華民族的「多元一體格局」無從整合，更可能對香港國際都會的「多元文化格局」造成矛盾與衝突。（4）除了課程內容上的錯誤，建議的國民教育教學取向亦犯上嚴重錯誤。首先，諮詢稿所強調的國民教育教學取向是一種停留在Lawrence Kohlberg所謂的「成規」（conventional）層次，即只着重合模於「正面的價值觀」、「優秀的國民素質」樣版，而未能提升至「後成規」（post-conventional）層次。其次，諮詢稿更把國民教育教學取向界定為一種「激情為本」的模式，即着重引發學生的激情及情緒。試想，若香港特區未來的公民是本着由「激情」引發並墨守「成規」的態度，來處理在全球一體化下種種日形複雜的族裔、民族及國際政治問題，則香港這個國際大都會的政治生態將會出現怎樣的變化？（5）最後，本文據此提出一系列改進上述錯誤的建議。

關鍵詞：國民教育；民族國家；國民身分認同

Abstract

The Curriculum Development Council issued the Chinese version of Moral and National Education Curriculum Guide (Primary 1 to Secondary 6): Consultation Draft in May 2011. This article records the formal submission of the author to the consultation. It consists of five sections: (a) Numbers of fallacies and misunderstandings about the conceptions of national education have emerged from the discourse initiated by the Consultation Draft. As a serving educator of the HKSAR, I feel obliged to put forth my criticism to these educationally harmful conceptions. It attempts to rescue the policy discourse on national education in the HKSAR from the siege by politicians and partisans’ rhetorics and to recourse the discourse back to the purview of educational enquiry. (b) One of the serious faults found in the curriculum content stipulated in the Consultation Draft is the conflation of institutional contexts essential to the national identity of Hong Kong citizens, namely the state, nation and nation-state. As a result, the curriculum content proposed by the Consultation Draft is in total discordance with the historical, national and socio-cultural contexts of the HKSAR. (c) Another fault found in the proposed curriculum content is the misplacement of the national identity of Hong Kong citizens in empirically inappropriate conceptual perspectives. As a result, the national identity to be nurtured through the proposed curriculum may not only be incongruent with the Chinese nationality, which has been characterized by Professor Fei Xiaotong as “pattern of diversity and unity,” but may also elicit contradictions or even conflicts in the multicultural context of Hong Kong as an international metropolitan. (d) Apart from the faults found in curriculum content, serious faults can also be found in the pedagogical approach proposed by the Consultation Draft. First, the teaching objective of the pedagogical approach has been identified as to inculcate “positive values” and “desirable national qualities” among Hong Kong school children. Such objective however could only prepare students up to the “conventional level” of moral development in Lawrence Kohlberg’s conception. It has fallen short of elevating them to the “post-conventional level” of moral development. Second, the proposed pedagogical approach has been defined in the Consultation Draft as the “passion-based” model. Accordingly, the major effort of the model is to “trigger” students’ “passion” and “emotion.” Imagine if future citizens of the HKSAR are all passion-prone and/or emotion-prone in handling ethnic, national and international-political issues in the ever-growing globalizing context, what would happen to the political ecology of Hong Kong as an international metropolitan? (e) Accordingly, the article will conclude with a series of suggestions in rectifying the aforementioned faults found in the Consultation Draft.

Keywords: national education; nation-state; national identity

摘要

隨着1997年香港主權回歸中國，「香港人」政治成員身分的變化這議題便變得重要而迫切；年前「愛國論」、新近「德育及國民教育課程」的出台和公民教育的重新定向亦帶來連番爭議。本文討論和初步疏理有關國族身分或認同在概念上和倫理證成上的一些問題。綜合而言，就「認同國族身分乃道德原則」的證成，迄今支持個人要優先效忠國族的論據還是比較薄弱。雖然國族仍有一定的內在價值和工具價值（特別是在其對個人的精神寄託和對整個社群的福祉上），但這些價值卻從屬於如公正等其他價值。況且，亦沒有證據證明要滿足某些需要便非國族不可。再者，在某些處境下，認同國族身分反過來可能害及個人、國族自身或其他社群。簡言之，僅有愛國心並不足夠，還須明智，才能愛得其值、愛得合宜。

關鍵詞：身分／認同；國家；民族；愛國心；國民教育

Abstract

Against the background of the controversies over patriotism and national education in Hong Kong during a period of political transition, this article examines some major arguments concerning the pros and cons of national identity (with patriotism also included). The debates at stake are discussed in light of conceptual clarification, empirical analysis, and normative justifications. Conceptual clarification is conducted on two groups of key concepts: nation and identity in the usage of Chinese and English. And the five major arguments in favor of the extrinsic and intrinsic values of national identity are discussed one by one. This article concludes that some arguments for national identity are supported, albeit with certain modifications.

Keywords: identity; state; nation; patriotism; national education

摘要

「優質學校改進計劃」是個大學與學校夥伴協作計劃，自1998年起一直給予中、小學全面專業支援，目的是整體學校改進。2000年，教育統籌委員會發表了《香港教育制度改革建議》，在充滿理想的改革原則策動下，中、小學教育及課程有明顯改變，但在推行及實踐各樣改革時，教與學的實際困境亦一一浮現。本文以香港「優質學校改進計劃」下的學校個案，探討學校領導為何在由上而下的改革浪潮下，引進大學專業人員的知識及實踐經驗，並從學校領導的視角，探索「計劃」在學校教育的不同層面所起的作用。

關鍵詞：學校改進；夥伴協作；教育改革

Abstract

Quality School Improvement Project (QSIP) is a university-school partnership program for comprehensive school improvement. Since 1998, QSIP has provided holistic professional support to primary and secondary schools in Hong Kong. In 2000, Education Commission published the Reform Proposals for the Education System in Hong Kong to outline some desirable education reform principles and proposals for schools. Following the reform principles, school education system and curriculum have some remarkable changes. When implementing the various education reforms, challenges and difficulties have also surfaced in the teaching and learning environment in schools. This article reviews why school leaders introduce QSIP into their school reform environment and how the professional supports from QSIP have influenced school education in different levels from school leaders’ perspectives.

Keywords: school improvement; partnership; education reform

摘要

自20世紀70年代末起，香港逐步實施義務普及學校教育。隨着學位大量增加，學校教育無可避免要處理愈趨複雜的學習差異問題。香港教育界在學校、學科課程、課堂教學等不同層面，針對學習差異先後作出連串嘗試。教師是日常教學及各項處理策略的設計者和執行者，他們理解不同學習者的表現時採取哪種視角，將直接影響策略的實施及成效。本文是針對上述教師視角所作初步研究的報告，以10位來自5所香港中、小學的教師為訪談對象，嘗試從教師的表述中探取其對學習差異及學校相關處理策略的詮釋。研究結果肯定了「斷症者」及「協助者」兩種教師視角，並以教師效能感為有效預測教師視角的因素。這發現對於針對學習差異進行的教師專業發展有重要啟示。

關鍵詞：學習差異；教師視角；教師專業發展

Abstract

Since compulsory education was introduced in the late 1970s, the increasing number of eligible students has made learning difference and diversity an inevitable issue in Hong Kong’s schooling agenda. An abundance of effort has therefore been drawn to attempts of catering for learning difference and diversity on different levels (e.g., levels of school, curriculum, and classroom teaching). As teachers are both “writers” and “actors” of everyday teaching and catering strategies, their perspectives of understanding the issue shall affect the implementation and effectiveness of strategy. This article reports on a preliminary investigation into the abovementioned teachers’ perspectives by interviewing 10 teachers from 5 local primary and secondary schools. Findings confirmed and further substantiated the “pathognomonic” and “interventionist” perspectives of teachers in face of learning difference and diversity, with teacher’s efficacy as a reliable predictor. Implications on teacher professional development were also discussed.

Keywords: learning difference and diversity; teachers’ perspectives; teacher professional development

摘要

實行校本評核是香港新高中學制改革的重要一環。雖然數學科校本評核的時間表至今還未落實，但已有不少本地研究結果顯示，數學科教師對校本評核的擬題及建議評核模式甚感徬徨和憂慮，亦懷疑其成效及公平性。在推行數學校本評核方面，英國和澳洲均有豐富經驗。香港建議的評估模式與英國曾使用的方式相近，而澳洲昆士蘭州的校本評核則建基於校本課程的推行，甚具特色。本文將透過分析英國GCSE數學科的學科作業和澳洲昆士蘭州校本評核的經驗得失，探討香港數學科校本評核未來的發展方向，以期為有關當局構想的校本評核模式提供改進建議。

關鍵詞：數學評核；數學教育；新高中；校本評核；香港教育改革

Abstract

The implementation of school-based assessment (SBA) is an important component of the new senior secondary (NSS) education reform. Although there is yet to be a timeframe for the implementation of Mathematics SBA, a number of studies have revealed that Mathematics teachers are anxious about the setting and the suggested assessment of SBA questions. Some of them even challenge its effectiveness and fairness. England and Australia are experienced in implementing Mathematics SBA. The assessment model proposed in Hong Kong is similar to the one implemented in England, and the feature of SBA in Queensland is unique as it is based on its school-based curriculum in implementation. With reference to the experience of GCSE coursework in England and SBA in Queensland, this article attempts to provide insights and recommendations on how the Mathematics SBA of Hong Kong might be implemented in the near future.

Keywords: mathematics assessment; mathematics education; new senior secondary; school-based assessment; Hong Kong education reform

摘要

過往有關「用普通話教中文」（下稱PMI）的研究，多集中探討教學、課程及學校行政支援等方面，鮮有細緻地從學習者的角度思考問題。事實上，PMI本質上屬於教學語言的變革，因此審視PMI課堂師生之間的語言互動，以之為理解問題的切入點，顯然更靠近問題核心。本文將根據一系列小學一年級的PMI課堂錄像，集中觀察學生的語言表現（如詞匯、句式選擇），分析他們在適應過程中所面對的傳意障礙（如因學習的規避心理所引致的沉默、省略及換碼等現象），並為調整教學策略提出建議。

關鍵詞：普通話教中文（PMI）；課堂語言；語言適應

Abstract

Previous studies on PMI seldom investigate PMI issue from the perspective of student learning as their main concerns are other aspects like teaching, curriculum, and school administrative support. Essentially, PMI is a reform in classroom teaching language. Only when teacher-student verbal interaction in PMI classes is included in the investigation can the issue and its core problems be scrutinized and better understood. This article uses a series of video recording of primary one PMI classes to probe into students’ language performance, like word selection and sentence structure selection. An analysis is also carried out to understand the communicative barriers (including silence, omission, transcoding, all arising from avoidance) faced by P1 students at their adaptation stage. Suggestions for adjusting teaching strategies are made.

Keywords: teaching Chinese in Putonghua (PMI); classroom language; language adaptation

摘要

本研究透過搜集資料和採訪人物，追溯香港早期聾人教育發展情況，探討當時聾校語言政策與香港手語源流的關係，以及聾人對不同教學語言的看法。根據採集所得資料，香港的聾童教育最早可追溯至1935年成立的一所聾校。雖然該校禁止師生使用手語，但基於溝通需要及本能，聾童之間自自然然發展出一套以手部動作表達意思的溝通方法，形成手語的雛形。戰後聾校數目逐步增加，當中部分聾校引入了相信是源自南京或上海的手語為教學語言，因此香港手語其後的發展深受南京或上海手語影響。我們在採訪中亦發現，無論是從口語學校或手語學校畢業的聾生，絕大部分都認為手語教學對他們的學習有幫助。如歷史能夠重演，他們都渴望健聽老師能用手語授課。

關鍵詞：香港聾童教育；香港手語；教學語言；手語源流

Abstract

Through reviewing existing documentation and conducting interviews, this article reconstructs the history of deaf education in Hong Kong in the early days, investigates how the development of Hong Kong Sign Language was related to the language policies of different deaf schools, and finds out deaf people’s view on the issue of medium of instruction. According to the information collected, formal deaf education in Hong Kong began in 1935 with the establishment of the first deaf school. Although that school prohibited the use of signs, deaf children spontaneously developed a gestural system of communication among themselves due to the pressing needs for communication. This gestural communication system can be viewed as an early form of sign language. In the postwar period, the number of deaf schools gradually increased. Some of them introduced the Nanjing/Shanghai variety of Chinese Sign Language, which influenced the subsequent development of Hong Kong Sign Language. Through our interviews, we found that the majority of the deaf interviewees, whether they graduated from oral or signing schools, felt that the use of sign language could enhance their learning and that if they could turn back time, they wished their hearing teachers could use sign language as the medium of instruction.

Keywords: education of deaf children in Hong Kong; Hong Kong Sign Language; medium of instruction; origin of sign language

摘要

教師是學校組織成員，不論在處理工作任務或與人互動時，都會產生各種情緒經驗，情緒於是成為教師學校組織生活的一部分。過往，在有關教育組織的研究中，甚少探討學校組織情緒這面向，但它卻值得關注。本文以台灣一所國民中學為個案，探討學校組織情緒，以及教師面對組織情緒會呈現甚麼情緒政治。為了深入了解教師在學校組織內的情緒，本研究採用深度訪談及觀察等質性研究方法蒐集資料。研究結果顯示，學校組織文化與學校組織情緒規則，往往規範學校成員的情緒，形成教師情緒勞務與情緒疏離；再者，教師反思其情緒能使他們覺醒其意識，並能把意識轉化為行動而替情緒發聲；最後，學校教師會為追求教師專業自主，能推翻舊有學校情緒政體，建構同僚專業互享機制，並累積正面的情緒知識。領導者若能適當重視教師組織情緒，可增強教師對組織的歸屬感。

關鍵詞：情緒政治；情緒勞務；組織文化；組織情緒規則

Abstract

Teachers are members of the school organization. No matter facing the challenge from task demands or interacting with people, they would have various emotional experiences. Emotions, therefore, become part of teachers’ school life. In spite of a great deal of studies focusing on teachers’ lives, few have paid attention to teacher emotions. This study aims to explore organizational emotions and teachers’ emotional politics in a junior high school in Taiwan, and adopts qualitative research methods (i.e., in-depth interviews and observation) to collect data for gaining deeper understanding of teacher emotions in the case school. Research findings include: (a) emotional rules embedded in both organizational culture and organization’s emotional regime regulate teacher emotions, bringing about emotional labor and emotional alienation of teachers; (b) teachers’ emotional reflection has a positive function of provoking teachers’ agency and voices; (c) for the pursuit of professional autonomy, the teacher association in the case school overturns organization’s emotional regime, constructs collegiality, and accumulates positive emotional knowledge. Finally, if school leaders value teacher emotions, teachers may in turn enhance their sense of belonging.

Keywords: emotional politics; emotional labor; organizational culture; emotional rules in organizations