摘要

評價廿一世紀高等教育的質素，應以其所提供勞動力的效率及其能否切合社會的需求為依歸。當前高質素教育的推行，正面臨如下挑戰：1. 知識寶庫劇增；2. 知識未能濃縮組合；3. 知識折舊極快；4. 科技發展，導致無需依賴腦部記憶和思維來解決日常問題；5. 公眾期望從三方面產生壓力──傳統觀念阻礙變革；平等受教育機會帶來學生能力差異，導致課程水準下降；課程偏向實用。

因此，高等教育制度已演化為一多元化制度，不同性質的院校從不同方面滿足社會的整體需要。一般都朝着兩個相輔相承的方向發展：1. 大學開始開設較少傳統氣息的專門業化的課程；2. 其他專上院校，接手開設更專業化的訓練。

綜合當今發達國家高等教育的資源調配及動向，有如下特點：1. 教育經費相對提高；2. 趨向高質素發展；3. 部份大學兼辦非傳統及較專業的訓練課程；4. 部份大學（如法國）與工商畀合辦專業訓練課程；5. 因應能力與技能差距頗大的學生需要，成立不同類型的高等教育機構；6. 入學機會較廣泛（如美國），但質素難以確保；7. 由精英教育，轉向提供廣泛機會和適應不同能力的普及教育。

總的來說，高質素教育很重要，但目標模糊。目前只能以試誤方法推行，以應社會需求。大學生可保留傳統模式，輔以若干專門學科；專業學院負責專業課程；其他專上教育機構着重技能訓練；博雅學院和初級學院仍須保留；電腦和遙距教學，也可成為新方向。

香港學生勤奮，教師盡責，若有足夠資源，一定能夠推行高質素教育。

摘要

學習方法，是指一種有着相應學習策略的特定學習動機。「表面」、「深入」、「進取」這三種學習方法，代表了學生面對學業時所採用的最重要的方法。而「學習過程問卷」，可為「表面」、「深入」、「進取」這三個層面，得出動機、策略及取向的分數。這問卷原本在澳洲設計及製定標準，並曾以兩種版本應用於香港中學：表格乙（初中，中文或英文單語版）和表格甲（高中，中英文雙語版）。結果顯示，目前的版本，在內部一致性和製定有效性方面，都和澳洲的吻合。至於澳洲版和香港版在其他變量的相互關係類型上的差異，可以以不同文化動力說明。究竟「表面」、「深入」、及「進取」三種學習方法的架構及運作如何在香港環境中實現，目前仍在研究中。問卷在教學、輔導及研究方面的用途，也有握要的討論。

Abstract

Broadly speaking, educational research can be categorized into pure research and applied research. In recent years, applied research on educational policy has attracted much attention from educational researchers and the main emphasis is on educational evaluation. Educational evaluations undertaken by the Education Department conform with Palumbo's two complementary cycles, information and policy; the former consisting of agenda setting, problem definition, policy design, policy legitimation, program implementation, policy or program impact, and termination; and the latter of needs assessment, evaluability assessment, decision analysis, opinion polls, formative evaluation, summative evaluation, and political feasibility analysis. Examples of such researches conducted by the Department include: the study on the pilot extensive English reading scheme, formative evaluation on the Putonghua pilot scheme leading to the inclusion of Putonghua as a subject in the primary and junior secondary curricula, evaluation of the activity-approach at the upper primary level, the survey on the use of the five additional teaching posts provided for each standard-size secondary school, and the various language research projects which have played a significant role in the formulation of the policy of promoting the wider use of Chinese as medium of instruction in secondary schools. The undertaking of such policy-related studies is in line with the advice of the Education Commission, which has the initiation of educational research as one of its terms of reference. The importance of improving communication between researchers and policy-makers is noted and being aware of the need to further enhance its research efforts, the Education Department has sought and obtained substantial outside specialist assistance.

Abstract

This study investigated the effect of switching the medium of instruction from English to Chinese on the academic achievement of students. The experimental group consisted of 238 Form One Students from an aided co-educational secondary school in Kowloon urban area in 87/88. The school pioneered the change in language of instruction from English to Chinese in all Social Science subjects in Form 1 from September 1987 onwards.

The academic achievement of the experimental group was compared against that of a group of students in the same school before the announced change and also with two groups of students in two control schools. One control school with students of similar ability and the other is an Anglo-Chinese school with students of slightly lower ability.

Graded multiple-choice test, designed by the Educational Research Establishment, on 5 subjects: English, Chinese, Science, Mathematics and History were given to 86/87 Form 1, 87/88 Form 2 and 87/88 Form 1 students at the end of the school year in all 3 schools. T-scores of these subjects, adjusted with the AAT results of the students, were used to compare achievement and progress of the students across subjects and across Form-levels. The following results were observed.

(1) Students taught in Chinese learned much more History in one year than their counterparts taught in English. No significant difference in progress was observed in two language subjects and in Science and Mathematics between the experimental group and their controls.

(2) The progress in English for students of below average ability, after being taught in English for two years, was found no better than their counterparts in a Chinese middle school. Their achievements in other subjects, in particular History, were also unsatisfactory.

摘要

本研究有關解決中學化學科的合成（即多個小疑難組成的）疑難。焦點集中於學生中專家與非專家的解難策略和心理表象。結果發現專家將一個疑難分析成多個熟悉的小疑難。他們建立起一連串的表象，然後採取向前的解難策略，尋找這些小疑難的解決程序的連繫。非專家則不會將一個疑藺弟析成為小疑難。他們多選擇「方法與結果關係分析」的策略。但當這方法得不到答案時，則轉用盲目向前的模索。他們選擇任何與現有資料配合的公式，希望答案出現，而忽略了用不着的資料。

摘要

教育署在1985年發出學校公民教育指引，其後更於1986及1987年進行了二次實施情況評估，二次官方評估都指出「指引」已在大部份中學實施。但由於官方的研究在方法上和觀念上都值得商確的地方，其研究結果未必真確。

本研究旨在探討公民教育指引在中學正規課程上的初步實施情況，從而驗證官方的結論。本研究是以問卷形式進行，194位來自80間不同中學的歷史科教師回答了問卷。問卷資料的分析得到下列一些結果：
（一）只有三成的教師報告其學校有具體政策去實施公民教育指引。
（二）「公民教育指引」並未有在學校內廣泛地被討論和研讀，對部份老師而言，它仍是一份陌生的文件。
（三）五成的教師表示沒有在歷史科實施公民教育。
（四）大部份表示實施「指引」的老師採用傳統的教學法，也沒有製訂與公民教育有關的教材。

結論：
（一）以歷史課程而言，「公民教育指引」的實施程度極低。
（二）要真正實施公民教育，政府須重新檢討中央化的課程發展策略。評估研究不應該由製訂課程的官 僚進行，以避免出現政治性的結果。

Abstract

This paper investigated the difference of reading ability between Chinese classical and modern passages for Form four students. The Chinese passages in same content were reconstructed into four kinds of written style which were named as more difficult and classical essays (MDCE), less difficult and classical essays (LDCE), more difficult and modern essays (MDME), less difficult and modern essays (LDME).

The study was a Latin-square design with different written styles and different passages as between-subjects factors. Each sample-student should read four passages so as to cover four kinds of written style. Then they would answer the multiple choice questions according to the passages. Their test results were the information to taking comparison of reading comprehension in chinese classical and modern passages. Three hundred and twelve Form four sample-students coming from eight different grammar schools in Hong Kong were tested. The validity and reliability of the test were found satisfactory.

The analysis results indicated that (1) the results of MDCE group was the worst. The difference between this group and the other three were significant, (2) results between LDCE and MDME group were not taking significant difference. The MDME group and LDME group were the same also, (3) the academic results of LDCE group were significantly different with the LDME group. The scores of those results meant that the alternative groups were significantly different. The MDCE group contained 75% or above chinese classical vocabularies and sentences, and at the same time the LDCE group contained (50–74%) of them. In short, the study tells that 50% or above difficult and classical component in Chinese passage would have bad effect for reading. This finding was a little bit different from Korea's (1983). Korea found that a bright and clever reader could handle a passage which included only 30% of difficult vocabularies and sentences.

Abstract

This study investigated how Form one teacher leadership behaviour and use of power affect classroom climate of form one students. Class teachers and students of 111 Form one classes of 46 aided schools filled in teacher questionnaire and student questionnaire respectively. Teacher questionnaire enquired about (1) leading behaviour (2) power used. Student questionnaire enquired about (1) power of teachers (2) perceived leading behaviour of teachers (3) academic achievement (4) learning satisfaction (5) learning difficulty (6) learning motivation (7) attribution on academic failure (8)classroom climate. The reliability coefficients of sub-scales range from 0.57 to 0.92. It was found that teachers had two kinds of leading behaviour: (1) initiation structure (2) consideration. Teacher use three kinds of power: (1) referent power (2) expert power (3) legetimate power. Students perceived teachers to have two kinds of leading behaviour: (1) initiation structure (2) consideration. Students considered teachers to have three kinds of power: (1) expert power (2) coercion power (3) reward and referent power. The classroom climate of students was composed of three elements. (1) concentration (2) affilation (3) achievement.

From the analysis of results, the following relationship was found: (1) leading behaviour of teachers is positively related to classroom climate. (2) Leading behaviour of teachers is related to leading behaviour perceived by students. (3) Leading behaviour of teachers is positively related to his power. (4) The power used by teachers is not related to leading behaviour perceived by students. (5) The power used by teachers is not related to his power. (6) The power of teachers is related to leading behaviour perceived by students. (7) The power of teachers is related to classroom climate. (8) The leading behaviour perceived by students is related to classroom climate. (9) Only consideration of teachers had direct effect on classroom climate. (10) Consideration of teachers also affected classroom through expert power, reward and referent power, consideration perceived, learning satisfaction. (11) The effect of consideration on classroom climate was modified by learning motivation and learning difficult. Learning motivation had positive impact, while learning difficulty had negative impact.

Abstract

Age-related differences as well as interrelationships among perceived attainment, expectancy of success, actual performance, causal attributions and achievement goals were explored. The subjects were 603 Primary school students in Hong Kong. Results showed that older students were learning oriented, and they had lower but more accurate perceived attainment than younger students. They attributed more to internal, controllable and global causes. They also gave more importance to teacher's bias, own effort, exam difficulty, knowledge, home environment, and whether there were quarrels at home. It was found that the learning oriented students attributed more to internal causes and effort. On the other hand, performance oriented students attributed more to external causes, and emphasized teacher's bias, own intelligence, and family economic condition. Discrepancies of the results to findings in the Western culture were explained and discussed with references to the socialization patterns in the Chinese culture. It is suggested that cognitive development in the conception of intelligence may not be the most important determinant of students' goal orientation in school examinations.

摘要

在兒童成長過程中，語言發展佔有一個非常重要的位置。根據香港政府雅蘭街兒童體能智力測驗中心的資料顯示，百分之二十七受轉介接受測驗之兒童均有語言困難。為更準確地量度兒童語言發展，協助專業人仕編訂語言訓練程序，香港政府教育署及前醫務衞生署人員共同編製一個以本地語言為基礎的「雷氏語言發展量表」，適用於香港以粵語為母語的兒童。

「雷氏語言發展量表」原為英語，包括兩個量表：語言表達量及言語理解量表（甲或乙）。粵語版本則只包括言語理解量表甲和語言表達量表。由於粵語和英語為兩種不同的語言，加上說粵語的香港兒童生長在一個有異於英國文化背景的環境，故此某些測驗用具和測驗項目須予更改或刪除，而其餘的則盡依照英語版本。

參予粵語版本量表標準化的香港兒童合共1081名，年齡分別由一歲至七歲。測驗結果言語理解量表信度為0.72至0.87，語言表達量表則為0.75至0.93，媲美英語版本之信度。利用多項回歸統計，以年齡、性別、父親職業、母親教育及家中排行作為自變數，以語言表達和言語理解的原積分作為隨變數，結果顯示在言語理解方面，有影響力的自變數僅為年齡、性別及母親教育。除年齡外，平均原積分受性別、母親教育及父親職業的影響程度只為1至2分，故此在實際施行測驗時，無須為不同性別或家庭背景之兒童製訂不同之常模。至於粵語版本之效度，則有待量表在香港施行若干時日後始可確定。

摘要

本研究利用Biggs的「研習過程問卷」，考察入讀香港城市理工學院一些選定學位程度課程的學生，以及開始修讀該課程結業學年的學生的學習態度。透過項目序列分析法，對個別問卷項目細加探討。這與較常見的以因素分析決定先驗量表平均值的分析法不同，但卻可以互相補充。本研究與前在澳洲及英國進行的研究比較，所得的結果有明顯差異。利用序列分析法，這些差異可以據地區性情況而予以解釋，而「研習過程問卷」在香港之應用亦不致失效。再者，分析結果顯示，與一般人接受的見解相反，香港學生並不較其他地方的學生傾向於表面學習策略。

摘要

「配對朗讀」（Paired Reading）是一種訓練朗讀能力的方法。在英國、香港及其他地方，都有採用。此方法以兩人為一組形式進行，一人當「導師」，另一人當「學生」。以家長或同學作為導師的「配對朗讀」而見成效的例子不少，但很多解釋其有效原因的論說，都未有考慮到以下兩個現象：第一「配對朗讀」與其他朗讀方法有着同等的效能，第二很多扮演導師角色者，在練習過程中，未能完全依循所要求的正確步驟來引導其學生。本文討論在香港進行的一個有關「配對朗讀」的研究。此研究指出以上所述的第二個問題確是十分嚴重。同時，結果也顯示導師是否嚴緊地依循正確步驟與學生的得益，兩者沒有直接相關關係。本文在以一九三○年代在Western Electric進行一系列研究為例，指出對工作環境的改革產生影響的組織上的因素，對「配對朗讀」的成效，也是同等重要。