摘要

本文利用中國2007年全國縣與縣級市數據，採用分位數回歸方法，就不同類型財政轉移支付對縣級地方教育財政支出的影響效果進行了實證研究，着重分析了農村義務教育補助的資金漏損狀況及其在改善縣域間教育財政支出差異方面所可能具有的作用。本文發現，大多數類型的轉移支付對地方教育財政支出都只具有替代性影響，農村義務教育補助對地方自有財力的教育投入具有擠出效應。從全國範圍來看，農村義務教育補助的資金漏損率在50%以上；雖然補助對縣域間教育支出差異具有一定改善作用，但從地區比較來看，該補助的表現差別較大。在東部和中部地區，該補助資金漏損率高達69%以上，令教育支出差異情況惡化；而在西部地區，該補助具有刺激性影響，能改善教育支出差異情況。

關鍵詞：財政轉移支付；教育財政支出；漏損；縣域間差異

Abstract

Based on data collected from 1,985 counties in 2007 and using quantile regression method, this article examines the impact of different types of intergovernmental fiscal transfers on local public educational expenditure at the county level in China. Special attention has been paid to the fungibility of the subsidy for rural compulsory education and the potential influence from such a subsidy on inter-county disparity of educational expenditure. Results show that most intergovernmental fiscal transfers have a substitutive effect on local educational expenditure while the subsidy for rural compulsory education from the central government has a crowding-out effect on educational expenditure of local governments. The percentage of fungibility of fiscal subsidy for rural compulsory education has reached beyond 50% nationwide. Although the fiscal subsidy ameliorates the inter-county disparity of educational expenditure in the whole, patterns of the influence are different among areas. To be specific, Middle and East China have seen over 69% fungibility of the subsidy and a deteriorated effect from the subsidy on the inter-county diaparity. West China, nonetheless, has experienced not only the growth of local educational expenditure but also an improvement of inter-county disparity of educational expenditure after receiving the subsidy for rural compulsory education from the central government.

Keywords: fiscal transfers; public education expenditure; fungibility; inter-county disparity

摘要

課室專注力是學生理解教學訊息的基礎，現今科技聲光媒體充斥，學生課室專注力不佳的問題急待解決。本研究從過往文獻歸納出與課室專注力關聯密切的變項，建構認知策略、心情沉靜狀態、課室專注力與學業成就關聯的解釋模型，並檢驗課室專注力在其中扮演的中介角色。研究者以台灣一所高級職業學校254名一年級學生為對象，並以心電訊號進行心率變異性分析，測得學生於三堂物理課中的心情沉靜狀態。本研究經過模型比較，選擇出最佳的模型架構進行後續的模型適配度考驗，結果顯示關係模型與實徵資料適配情況良好，模型的路徑顯示：學生認知策略運用得愈多，課室專注力愈高；心情愈為沉靜，課室專注力愈高；學生的課室專注力愈高，學業成就愈高；課室專注力在認知策略與心情沉靜狀態對學業成就的影響中，均具有中介效果。綜合而論，本研究除驗證了認知策略與心情沉靜狀態對於課室專注力具正向影響外，更發現認知策略對於課室專注力的效果大於心情沉靜狀態帶來的影響，亦確認課室專注力的中介效果。根據結果，研究者提出三點未來研究建議：（1）心率變異性分析的擴大應用；（2）認知策略的測量時間要更為即時；（3）調整模型，納入學習動機與學業成就組別變項。

關鍵詞：認知策略；心情沉靜狀態；課室專注力；學業成就；心率變異性

Abstract

Students’ concentration in the classroom is fundamental to understanding what teachers instruct. However, in this era of too much audiovisual stimulus, low classroom concentration of students is an urgent problem to be resolved. After reviewing the literature of attention training, this study proposed a model to explain the relationship between cognitive strategies, calmness, classroom concentration, and academic achievement. Also the mediation effect of classroom concentration was examined. A total of 254 senior vocational students in one vocational high school in Kaohsiung participated in this study. To measure students’ calmness, heart rate variability analysis was used in three classes of physics. After model comparison, one model that had better fit index (Akaike information criterion) was chosen and was further examined. Results showed that the model fit well with empirical data and all hypotheses were supported: (a) the more cognitive strategies were used, the higher classroom concentration; (b) the more calmness, the higher classroom concentration; (c) the higher classroom concentration, the higher academic achievement; (d) the mediation effect of classroom concentration was found in both the relationship between cognitive strategies and academic achievement as well as between calmness and academic achievement. This study not only suggested that cognitive strategies and calmness positively influence classroom concentration, but also found that the effect of the former is larger than the latter. Suggestions for future studies were also provided.

Keywords: cognitive strategies; calmness; classroom concentration; academic achievement; heart rate variability

摘要

香港曾經是個很特別的殖民地，英國佔領香港非因掠奪資源，而是因地理上接近中國的優勢。香港的政治主權，並不是古典殖民主義描述的一對一關係，而是結連與中國、英國的多邊關係。本文以三個階段分析香港的教師教育：即（1）從中央書院至1945年第二次世界大戰結束；（2）戰後至1984年中英談判；（3）過渡時期至高等教育急速發展的20世紀90年代，探討殖民管治與香港教師教育的關係。回歸之前，教師教育在中、英互動的政經脈絡中發展，政策源於回應中國社會變遷的權衡之計。教師教育政策響應社會需求，有效保持香港社會穩定，長久以來是個失落的教育議程。本文從歷史探索香港教師教育的發展。

關鍵詞：教師教育；殖民管治；香港教育史

Abstract

Hong Kong was not an ordinary colony. The British acquired Hong Kong not for the purpose of economic exploitation, but for its geographic proximity to the Chinese mainland. The political landscape of colonial Hong Kong was not that of a country-to-country occupation, but represented a multi-faceted relationship between Britain and China. This article examines the interplay between Hong Kong’s colonial governance and the development of teacher education in three stages: (a) the very beginning, from the Central School to 1945; (b) from just after the Second World War until the Sino-British Joint Declaration of 1984; (c) the transitional period leading to the massive expansion of tertiary education during the 1990s. Teacher education developed in a political and social context in which both British and Chinese factors were intertwined, and in which policies were really only reactive strategies to the social changes taking place in China. Thus, for quite a long time, very little attention has been paid to teacher education, even though it contributes to the stability of the government. Teacher education is still a missing agenda in Hong Kong.

Keywords: teacher education; colonialism; history of education in Hong Kong

摘要

康有為天資瑰異，蒙光緒帝賞識，延統籌維新變法運動。著有《新學偽經考》、《孔子改制考》、《大同書》、《長興學記》、《康南海先生自編年譜》、《春秋董氏學》、《七次上書彙編》、《戊戌奏稿》等書傳世。他常開風氣之先，史家把他定位為「大教育家」。其《大同書》思想根源於儒家《春秋》三世說、〈禮運〉篇大同觀、西方空想社會主義，以及佛教思想。書中論述了破除家庭制度、提倡男女平等和婦女解放、廢除私有財產、改革教養制度等主張，嬰幼兒公養公教構想，便是改革教養制度的重要環節。該書設計公養公教的嬰幼兒教養機構──育嬰院，並針對其院址選擇、教養宗旨、建築設備、教養人員、教養工作、教學方法、管控制度等，提出諸多規範，涉及嬰幼兒照顧與教育的方方面面。雖然其可行性受到質疑，但這套清末民初的幼兒教育思維，與同時代中、外幼兒教育觀比較，實具有新穎性、超前性和理想性。

關鍵詞：康有為；《大同書》；嬰幼兒；公養公教

Abstract

Kang Youwei has marvelous talent. Thanks to the appreciation of Emperor Guangxu, he continued to coordinate the Reform Movement of 1898. He wrote The New Study of Wei Jing, The Study of Confucius’s Reform, The Book of the Great Unity, Self-compiled Chronicle of Kang Youwei, The Study of Dong Zhongshu’ Chunqiu fanlu, Compilation of Seven Letters, Documents Drafts in 1898 and other. He was an opinion leader and historians praised him as the “great educator.” The concept of The Book of the Great Unity originates from Three Generations Theory in Chunqiu, Great Unity view in “Evolutions of Rites,” Western utopian socialism and Buddhist thought. The book describes the views on eradication of family system, promotion of gender equality and women emancipation, abolishment of private property, and reform of education system. Infant public nursing and public teaching is an important section in reforming education system. The book advocates the establishment of an Infant Institute for public nursing and public teaching, with various requirements on aspects of infant care and education, including its location selection, education purpose, construction equipment, education officers, education work, teaching methods and control system. Though its feasibility is a query, this set of infant education thought in Late Qing and Early Republic of China, when compared with domestic and foreign infant education views in the same period of time, is really novel, advanced and ideal.

Keywords: Kang Youwei; The Book of the Great Unity; infant; public nursing and public teaching

摘要

提升幼兒教育（下稱幼教）質素長久以來是個全球關注的議題，在香港亦然。自20世紀80年代，香港政府開始為幼教機構編印課程指引。直至現在，當局已先後為幼教界印發了五本課程指引。雖然這些課程指引於不同時期編印，但它們所傳遞的都是與提升幼教機構服務相關的元素。本文以香港教育改革為背景，在幼教教師（下稱幼師）提升資歷的里程上，探討這五本課程指引在課程取向上的轉變。本文嘗試透過優化幼教綜合課程、強化幼師的觀察力以提升幼教課程評估的真確程度，以及幼師教育專業化三個層面，討論幼教界可以如何落實香港幼教課程改革的目標。

關鍵詞：課程改革；課程指引；課程取向；幼兒教育；香港

Abstract

How best to improve pre-primary education (PPE) has been a longstanding issue worldwide. It is no exception in Hong Kong. The government of Hong Kong has been publishing curriculum guides since the 1980s to support PPE institutions to develop their curriculum. Five curriculum guides have been published since then. Despite that the curriculum guides were published in different times, each guide spelt out similar curricular elements that deemed as crucial for PPE institutions to enhance their service quality. An in-depth review of these curriculum guides reveals a hidden shift of curriculum orientations adopted by the government over the past three decades. In this article, changes in the orientations underpinning the five official PPE curriculum guides will be discussed against the Hong Kong education reform, in conjunction with the advancing professional qualifications of the Hong Kong PPE teachers. The article will also discuss directions that could facilitate the actualization of the curriculum reform aims set for the PPE sector. These directions include, but are not limited to, refining the integrated PPE curriculum, reinforcing PPE teachers’ observation skills to promote authentic assessment of young children’s learning, and professionalizing the pre-primary teacher education.

Keywords: education reform; curriculum guide; curriculum orientation; pre-primary education; Hong Kong

Abstract

A meta-analysis was conducted to investigate the effects of digital game-based learning (DGBL) in English as a foreign language (EFL) contexts. Twenty-five studies were included and they yielded a medium positive effect size (d = 0.695, p < .05 under the fixed-effect model; d = 0.777, p < .05 under the random-effects model), suggesting DGBL to be more effective than traditional instruction such as grammar translation methods or audio-lingual methods in EFL contexts. A coding scheme was developed based on the relationship between task-based language learning and DGBL. Six potential moderating variables in three task characteristics were analyzed to further investigate the DGBL effectiveness. Among these potential moderating variables, the treatment duration and linguistic knowledge in task involvement characteristics were found to be influential in DGBL effectiveness. This meta-analysis suggests that digital games should be effective for the acquisition of procedural knowledge of EFL learners who receive the long treatment duration of DGBL. Future research should explore further distinctions in other potential moderating variables in order to provide a more detailed picture of what sorts of variables are influential and what sorts are not.

Keywords: digital game-based learning; meta-analysis; English as a Foreign Language

摘要

本研究採用後設分析，探討數位遊戲式學習在英語為外語環境下之效益為何。針對25篇研究進行分析後，發現中度且正面的效果量（固定效果模式：d = 0.695, p < .05；隨機效果模式：d = 0.777, pp < .05）。其結果顯示，在英語為外語環境裏，數位遊戲式學習相較於傳統教學（如：文法翻譯法或聽說教學法）有效。本研究根據任務導向語言學習與數位遊戲式學習的關係發展一套編碼系統，進一步分析數位遊戲式學習的效益為何。該編碼系統包含三種任務特徵，而這三種特徵共有六項潛在調節變項。在這些潛在調節變項中，任務投入特徵裏的實驗時間及語言知識對數位遊戲式學習最有顯著效果。根據結果，本後設分析研究建議，以英語為外語學習者接受較長時間的數位遊戲式學習，對其程序性語言知識的發展助益較大。未來研究應探討其他潛在調節變項對數位遊戲式學習有何效益，得以更深入了解該領域的全貌。

關鍵詞：數位遊戲式學習；後設分析；英語為外語

摘要

近年，香港學校多以「自主學習」為旗幟，爭相模仿推行，甚至把自主學習看成是一種教學方式，以進行教學改進，可是對此中涉及的很多學習概念及策略，卻未有準確理解。本文嘗試分析各地推行的自主學習，大致歸納為三個取向，以作學校改進的參考：（1）源於西方認知發展理論中人在自我調適過程（self-regulated process）的角色；（2）中國內地在「還課堂給孩子」的觀念下，於課堂上進行不同形式的學生學習活動，並以「預習」及「導學案」來配合；（3）香港利用資訊科技發揮電子及網上學習的優勢，鼓勵學生主動學習。本文亦因應香港學校的實況，探索在學校層面制訂推行自主學習的策略及有效推動的關鍵。

關鍵詞：學校改進；自主學習；照顧學習差異；教學策略

Abstract

Self-directed learning (SDL) has become a prevalent focus of development in Hong Kong schools in recent years. However, a more thorough discussion on the concepts and strategies related to SDL is anticipated to clarify its core essence and understand its impact. Based on the analysis of different initiatives to facilitate SDL across countries/regions, three orientations are consolidated in this article to provide insight into facilitating SDL: (1) the metacognition orientation, developed in Western countries, which emphasizes the role of self-regulatory process in human development; (2) the instruction model orientation, prevailing on the Chinese mainland, which emphasizes students’ autonomy in learning and is supported by students’ effort in “preparation” and “pre-lesson enquiry”; and (3) the learning enrichment orientation in Hong Kong which encourages SDL through the support of information technology (e.g., e-learning, Web teaching, flipped classroom). This article identifies the essence of encouraging SDL and discusses the conditions for facilitating SDL effectively in the context of Hong Kong.

Keywords: school improvement; self-directed learning; learning diversity; teaching strategy