摘要

近年來教育改革風氣日盛，具體成形的教育政策亦相繼推出，使得學校組織面臨前所未有的變革震撼。校長身為首席領導者，在各種社會期望下，感受到莫大壓力與挑戰。相關文獻指出，在近來的教育改革浪潮下，將微觀政治應用於學校領導的趨向愈見明顯，而台灣將國外有關微觀政治的文獻應用於學校領導之研究並不多見。本文主要探討微觀政治的主要意涵，分析其在學校領導之應用，並探究微觀政治應用在學校領導的思辯與新思維。最後本文指出，校長若將微觀政治應用在學校領導，校長應具有這些新思維：須具備微觀政治素養（包括知識面、操作面和經驗面之素養）、權衡學校內的領導情境而妥善運用微觀政治領導之各類型，並考量華人特有的社會國情（例如重視權威和階層關係），方能有助於校長有效運用微觀政治領導各類型之精意。

關鍵詞：微觀政治；學校領導；領導風格；微觀政治素養

Abstract

Educational reform has been carried out during the latest decade whereby some educational policies have been implemented. Under these circumstances, schools face the unprecedented organizational shock. The principal, as the key leader in a school, encounter tremendous pressure and challenge under social expectation from various sources. According to related literatures, the trend of the applications of micropolitics in school leadership is becoming salient. There are few studies in Taiwan exploring micropolitics in school leadership. This article examined the major concepts of micropolitics, analyzed its applications in school leadership, and outlined possible ideas and challenges which principals may face in school leadership in terms of micropolitics. Finally, this article delineated some coping methods if principals apply the ideas of micropolitics in leadership: they should cultivate micropolitical literacy in leadership, penetrate organizational situations, and consider Chinese culture which emphasizes authority and hierarchy in order to capture the essence of micropolitical leadership styles.

Keywords: micropolitics; school leadership; leadership styles; micropolitical literacy

摘要

本研究透過學生問卷調查和教師訪談，探討香港中學生完成綜合語文任務（聆聽－閱讀－寫作）的困難與期望。問卷對象是11所中學的中四學生，共收回有效問卷732份；另與7位來自不同中學的中文科教師作焦點小組討論。研究主要發現，學生顯著感到綜合語文測試較獨立的聽說讀寫測試更困難；在完成綜合語文任務中，學生感到最為困難的是「觀點與論證」和「引用與整合」，兩者均與高層次思維相關；學生在完成綜合任務的時間分配及內容組織的規劃方面存在較大問題。本文亦會簡要討論如何改善綜合語文教學。

關鍵詞：綜合語文能力；學習困難；學習期望

Abstract

The study explored secondary school students’ difficulties and learning expectation in integrated Chinese language tasks (listening-reading-writing) through investigating students and interviewing teachers. A total of 732 secondary 4 students from 11 secondary schools in Hong Kong completed the questionnaires that addressed their perceived difficulties and learning expectation in integrated Chinese language tasks. Meanwhile, seven teachers of Chinese language from different schools participated in a focus group interview. The study found that, compared with independent tasks (listening, speaking, reading, and writing), students felt more difficult in doing integrated Chinese language tasks. The most difficult two parts are “opinion and argument” and “citation and synthesis” because they are related to high-order thinking. Moreover, students had difficulties in time allocation and content organization when they did integrated tasks. Suggestions about how to improve Chinese language teaching are also discussed briefly.

Keywords: integrated Chinese language ability; learning difficulties; learning expectations

摘要

近二十多年來，有關教師合作的研究主要關注其概念定義和測量，很少關心教師對合作過程的理解和參與。本文從實踐社群的視角切入，以中國內地校本教學研究為個案，從社群形態、溝通規範和發展定位三個維度探討教師對合作的理解和參與。研究發現，教師合作是處於結構化的組織系統及制度下，由領導教師引領，圍繞統一的教學取向展開研討。教師群體發展出家族式的社群模式，從事示範性教學模式的再生產，教師的專業對話空間受到一定限制。

關鍵詞：實踐社群；教師合作；校本教研

Abstract

Over the past two decades, research studies about teacher collaboration has been largely focused on its conceptualization and measurement, yet relatively little explores teachers’ perception and engagement in the specific interactive process. This study investigates school-based teaching and research in the Chinese mainland from the perspective of communities of practice. It interprets the dynamic nature of teacher collaboration from three dimensions: communities, norms of interaction, and orientation toward development. The findings reveal that situated in a structured organizational system, teacher collaboration is operated under a top-down approach. Guided by teacher leaders, teachers follow a unified orientation to discuss teaching practice. It shows that teachers are bonded as a clan, and engaged in the reproduction of paradigmatic teaching practice. Teachers’ professional discourse is limited during the process.

Keywords: communities of practice; teacher collaboration; school-based teaching and research

摘要

本研究採用多層線性模式（hierarchical linear modeling）進行分析，以探討家庭社會資本對學生成績的效應。樣本為參與2002年「香港學生能力國際評估計劃」正式測試的140所學校中4,405名學生。結果顯示：整體而言，家庭社會資本與閱讀、數學和科學能力有顯著關係。在兩大範疇的社會資本中，過程方面的社會資本較結構方面的社會資本更為重要。就個人層次而言，有幾項過程方面的社會資本（包括家內文化溝通、家內一般溝通及父母對子女的教育期望）對基礎能力的效應較強。就學校層次而言，結構方面的社會資本（主要是學校裏家長網路平均值）對學生成績的正面脈絡效應頗強。總體而言，本研究結果支持Coleman 的社會資本創造人力資本的理論。

關鍵詞：社會資本；家長參與；家校合作

Abstract

This article examines the effect of family social capital on students’ literacy performance. Data of the present study come from the first cycle of the Programme for International Student Assessment (PISA), which was conducted in 2002 in Hong Kong. A total of 4,405 fifteen-year-old students from 140 secondary schools completed the assessment and questionnaires. Hierarchical linear modeling (HLM) is used to examine the effect of family social capital on students’ reading, mathematical, and scientific literacy performance. Findings from the HLM analysis indicate that most measures of family social capital are consistently associated with students’ reading, mathematical, and scientific literacies. At the student level, students scored higher if their parents have more cultural or social communication with them. Parents with higher educational expectation also contribute significantly to students’ literacy performance. At the school level, school average level of parental network has strong positive contextual effect on students’ literacy performance. Overall, evidence from this study supports Coleman’s thesis of social capital in the creation of human capital.

Keywords: social capital; parental involvement; home-school collaboration

Abstract

This article examines the “why” and “what” of curriculum inquiry from the perspective of the practical in Schwab’s (1969/1978a) paper. It critically scrutinizes the state of curriculum inquiry in China and in North America. The central argument is that curriculum inquiry is a practical undertaking centrally concerned with the practice or inner work of schooling within the societal, institutional and instructional contexts. It is a normative endeavor for its ultimate purpose is the advancement of schooling. Furthermore, this article addresses what makes curriculum inquiry curricular, and challenges contemporary curriculum theorizing (e.g., reconceptualist curriculum inquiry) as peripheral to or decoupled from the real-world practice of schooling.

Keywords: curriculum inquiry; curriculum theory; the practical; curriculum practice

摘要

為何作課程探究？甚麼是課程探究？本文從施瓦布（Schwab, 1969/1978a）實踐取向的角度檢討這兩個問題，並對中國內地和北美課程探究的狀況作批判的審視。文章的中心論點是：課程探究主要是實踐性的探究，其最終目標是改進學校教育，而關注焦點是社會文化、教育體制、學校與課堂背景中學校內部的工作。本文進一步論述課程探究的「課程」特徵，並批判課程再概念學派與學校實踐脫節。

關鍵詞：課程探究；課程理論；實踐取向；課程實踐

Abstract

This article explores the causes and consequences of the oversupply of primary teaching workforce both in the teaching labor market and in the teaching workplace in Taiwan by examining the historical development of teacher training and its relationship with government policies and social contexts. It uses data from government publications, reports and official statistics, coupled with findings of local Taiwanese research and my ethnographic case study. After the enactment of Teacher Education Act in 1994, there has been expansion of teacher training and diversification of training routes. However, with Taiwan’s declining fertility rate, teaching vacancies for qualified teachers have been scarce, resulting in the oversupply of teachers. This article further argues that the oversupply of primary school teachers is the result of an obvious decline in pupil enrollments, combined with low teacher turnover rates and the prevalence of young teachers among the overall teaching body.

Keywords: primary teaching; teacher surplus; teacher training in Taiwan

摘要

本文藉由分析台灣師資培育的歷史發展、教育政策變革與社會情境脈絡的關係，探究國小師資供過於求的原因與後果。本文參照官方出版物、報告與統計資料，並運用文獻資料與個案研究，分析台灣因師資培育政策鬆綁、1994年實施《教師法》後，師資培育機構增加、培育管道多元化，卻因出生率急遽下降（少子化），教師職位嚴重不足，造成教育市場師資供應過剩（這些教師稱為流浪教師）。此外，研究結果指出，台灣小學職場出現超額教師，導因於入學新生數逐年下降、教師退休率低，以及教師當中以年輕教師佔大多數。

關鍵詞：小學教育；超額教師；台灣師資培育