Abstract

Teachers’ sense of self-efficacy — their belief in their ability to teach, engage students and manage a classroom — has an impact on their own practices, enthusiasm, commitment, job satisfaction and behavior in the classroom. How can teachers develop a greater sense of self-efficacy? According to results from the 2013 OECD Teaching and Learning International Survey (TALIS), good relations between teachers and their colleagues, and between teachers and their students can boost teachers’ self-efficacy and job satisfaction while mitigating the negative effects that challenging classrooms can have on teachers’ beliefs in their own abilities. When teachers collaborate regularly with other teachers — by team teaching, observing and providing feedback on other teachers’ classes, or participating in professional learning activities — they also tend to report greater self-efficacy. While TALIS finds that fewer than one in three teachers believes that teaching is a valued profession in society, in all but one of the countries/economies that participated in the survey, teachers who reported that they can participate in decision making at school tend to believe that society values teaching as a profession. And in most countries, these teachers also report a greater sense of self-efficacy.

Keywords: teachers; job satisfaction; self-efficacy; teaching

摘要

教師的自我效能感（亦即他們相信自己有能力教導學生和管理課堂）對其教學實踐、熱誠、投入、工作滿足感和課堂行為都有影響。究竟教師可如何強化自我效能感呢？根據經濟合作與發展組織2013年教與學國際調查（Teaching and Learning International Survey）的結果，教師若與同事和學生保持良好關係能提升其自我效能感與工作滿足感，同時亦能紓緩具挑戰性課堂對教師自我能力信念的負面影響。假若教師有定期與其他教師協作（包括合作教學、到其他教師的課堂觀課並提供回饋，或參與專業學習活動），他們亦傾向有較高自我效能感。雖然教與學國際調查結果顯示少於三分之一的教師相信社會重視教師這門專業，但在所有參與調查的國家或經濟體中（除其中之一外），有參與學校決策的教師都相信社會是重視教師專業的。在大多數國家，這些教師亦有較高的自我效能感。

關鍵詞：教師；工作滿足感；自我效能感；教學

Abstract

The Progress in International Reading Literacy Study (PIRLS) is a five-yearly international study of reading attainment of Primary 4 students in different countries and regions, and investigates how it is related to their reading experiences at home and in schools. The study deploys both reading assessment tasks and questionnaires to provide a holistic picture of students’ reading literacy development. Hong Kong, a region that has initiated “Reading to Learn” as one of the four key tasks in nurturing students’ capability of “Learning to Learn” in the curriculum, has participated in several cycles of PIRLS study since 2001. Results to date have offered multifold implications to teachers, schools and parents to optimize pedagogy and literacy environment, and to policymakers for monitoring and evaluating the on-going curriculum reform.

Keywords: PIRLS; reading attainment; large-scale international assessment; policy implication; reading pedagogy

摘要

全球學生閱讀能力進展研究（Progress in International Reading Literacy Study, PIRLS）是一項五年一度的國際閱讀素養和能力大型研究。這項研究以全球多個國家或地區的小學四年級學生為對象，調查學生在校內和家庭的閱讀經驗與學生閱讀能力表現的關係。本研究透過閱讀理解測卷和問卷調查收集數據，對學生的閱讀素養發展作出完整描述。香港教育局以「從閱讀中學習」為2000年「學會學習」教育改革的四大關鍵項目之一；同時自2001年起，香港參加了多屆PIRLS閱讀研究。本研究的結果和發現，對學校閱讀課程、閱讀環境和氛圍、語文教師的閱讀教學法，以至教育當局監察和審視教育改革的發展，都具有重要的參考價值和啟示作用。

關鍵詞：全球學生閱讀能力進展研究；閱讀成就；大型國際評鑑；政策啟示；閱讀教學法

摘要

本文主要從香港學生在歷屆學生能力國際評估計劃（PISA）的閱讀評估結果，分析十年來香港學生閱讀素養的強弱項和相關的個人及教學因素。PISA的數據顯示，香港學生在歷屆閱讀測試都表現良好，自PISA 2006開始更有明顯進步，學生表現最出色的是反思與評價，進步幅度最大的則是綜合與理解，他們閱讀連續文本的表現比非連續文本出色。從影響因素的角度看，香港學生有良好的閱讀動機，但在策略運用和後設認知方面，表現卻不理想；學生普遍滿意課堂秩序，亦有很多傳統文學閱讀和解釋文本的活動，但他們認為教師的激勵和支持不足，而且甚少有機會學習和閱讀非連續文本。本文從傳統的文化因素和近年香港的課程改革兩個角度分析，指出PISA的結果肯定了儒家文化和傳統閱讀教學模式對學生學習有正面作用，而課程改革後中文科加強了能力培訓和對課外閱讀的重視，有助進一步提升學生的閱讀表現。然而，PISA的結果同時反映出香港一直忽略了策略教學和非文學作品的閱讀教學，而且教學模式仍偏重教師主導，不利發展學生自主學習的能力，亦未有特別照顧男生以及能力最高和最弱學生在閱讀能力發展的需要。本文就以上幾點不足提出了一些具體建議，以期香港的語文教育工作者思考如何進一步提升學生的閱讀素養。

關鍵詞：學生能力國際評估計劃；閱讀素養；中文科課程；閱讀教學

Abstract

Using data from the past PISA cycles, this article analyzes the strengths and weaknesses of Hong Kong students’ reading literacy, as well as the personal and instructional factors that may affect their reading literacy in the past ten years. The findings indicated Hong Kong students obtained an overall strong performance on the reading assessment of all PISA cycles. Obvious improvements were observed since PISA 2006. Among the three reading processes, Hong Kong students were relatively good at reflecting and evaluating, and obtained the largest improvement in integrating and interpreting. They performed much better on continuous texts than on non-continuous texts. Among various personal and instructional factors, it was found that Hong Kong students had a positive reading motivation but their strategy use and metacognition were unsatisfactory. While students perceived a more positive classroom disciplinary climate in their reading lessons and were frequently involved in traditional literature reading and text interpretation activities, they perceived a lower degree of teacher stimulation and scaffolding and had fewer chances to learn non-continuous texts compared with the OECD average. The findings of PISA are discussed in the light of traditional cultural factors and recent curriculum reform in Hong Kong. On the one hand, the findings support the positive effects of Confucian culture and the traditional approach of Chinese reading instruction on student learning. The emphasis of ability development and extracurricular reading in curriculum reform has further enhanced their reading development. On the other hand, the findings suggest that insufficient strategy instruction and teaching on non-literature reading, and the teacher-centered approach of Chinese language classes may hinder students’ development of self-regulated learning. Moreover, the needs of high achievers and weak students are not catered well in current instructional practices. Suggestions for language educators to further improve Hong Kong students’ reading literacy are discussed.

Keywords: PISA; reading literacy; Chinese language curriculum; reading instruction

摘要

解難能力是2012年學生能力國際評估計劃（Programme for International Student Assessment，下稱PISA）的其中一項評估範疇。全球44個國家及地區的15歲學生參加這項國際評估。香港有2,714名學生參與這項評估，並取得平均540分的佳績，在參與國家及地區中排名第4。本文根據PISA 2012的解難能力評估架構和數據，分析香港學生在解難能力的表現，並探討這些表現為香港的教育政策及前缐教學人員帶來甚麼啟示。

關鍵詞：香港；學生能力國際評估計劃；解難能力；教學

Abstract

Problem solving is one of the domains being assessed in the Programme for International Student Assessment (PISA) in 2012. Fifteen-year-old students from 44 countries/economies participated in PISA 2012. In Hong Kong, 2,714 students participated and performed well in the problem-solving assessment, with the average score of 540 and the fourth rank. This article overviews the characteristics of the PISA 2012 problem-solving framework and summarizes the data of Hong Kong students’ problem-solving competences in PISA 2012. Pedagogical implications of these findings on enhancing students’ problem-solving competences are discussed.

Keywords: Hong Kong; Programme for International Student Assessment (PISA); problem-solving competence; pedagogy

摘要

本研究旨在探索學生在圖形樣式作業之一般化的表現，理解他們：如何利用姿勢與言辭對一般化各階段物件辨識出共通性；如何對樣式物件進行結構關係的連結；如何對一般化不同算式的等價進行認知；對代數的演變持何種觀點。本研究採用個案研究法進行探究，樣本來自台灣南部某公立小學兩名六年級學生；利用攝影、訪談與寫作方式蒐集資料，並採質性方法予以分析。研究發現，學生於：（1）發想階段運用視覺化圖形要素、比對分析物件變化的數量與配合項次數字形成規則，配合圖像的、直證的與比喻的姿勢知覺物件產出的共通性特質。（2）連結階段大多運用直證的和比喻的姿勢與語意做連結，配合數字、符號算式等對問題結構進行關係的連結。（3）以比喻的姿勢配合運算結果的驗證、算式結構的比對、物件關係的比對等策略，以作認知不同算式等價的基礎。（4）對一般化路徑中代數概念的演變，以指示樣式物件的數量、圖形項次的數字序號、與圖形結構關係的未知數等觀點持續發展。作者並針對學生一般化歷程代數概念發展與符號指示間的關係、多元表徵應用等議題提出建議，以作精進學生代數思考的教學參考。

關鍵詞：一般化；代數思考；姿勢；圖形樣式

Abstract

This study investigated how students generalize graphic patterns, aiming to understand how they utilize words and gestures at each phase of generalization, how they identify links between problems and recognize the equivalence of generalized equations, and how their understanding of algebra evolves. We conducted a case study of two sixth-grade students from a public elementary school in southern Taiwan, using video recordings, interviews and writing to collect data, which was then analyzed qualitatively. The study found that: (a) In the concept phase, students form rules by using visual graphics to compare changes in objects and item numbers, in accordance with the common elements of iconic, deictic and metaphoric gestures and perceptions. (b) In the linking phase, most students use deictic and metaphoric gestures and semantics, along with numbers and equations, to identify relationships in the problem structure. (c) Students employ strategies such as verifying metaphoric and computational outcomes, and comparing equation structure and object relationships, to comprehend the equivalence of different equations. (d) Students continue to develop their understanding of algebraic concepts based on item numbers, numbering of symbols, and the unknowns of relationship diagrams. Recommendations on diverse permeation and the relationship between development of algebraic concepts and symbol indication were provided. They can serve as references in advancing algebraic thinking.

Keywords: generalization; algebraic thinking; gesture; graphic pattern

摘要

台灣十二年國民教育倡導適性教學，鼓勵學校及教師採用適應學生興趣與能力的教學法，以對應班級內個別學生差異的問題。「合作學習」教學法視學生為學習主體，學習過程重視同儕互動與主動學習；採用此教學法不僅能呼應十二年國民教育所倡導的適性教學，同時有助學生的人際溝通技巧與自主學習能力發展。本研究源於一位國中教師實施合作學習的教學行動研究經驗；該教師長年採用講授教學，因近年學生的學習參與低落，促發其有教學創新想法，因此在參與學位進修之際，便以納入實施合作學習的教學行動研究方式尋求教學創新，並協助改善教學問題。本研究藉由訪談教師個人教學行動經驗及分析所提供的教學省思日誌，探討其實施合作學習的目的、方法、成果與限制。研究結果發現：（1）合作學習的實施目的是為能達成教師教學創新及解決教學困難；（2）合作學習的實施方法是藉由教師持續教學反思以建構相關專業概念與技巧；（3）合作學習的實施成果是有利師生教學相長，而其限制則是缺乏教學支持系統的規劃整合。

關鍵詞：合作學習；教學反思；教學創新

Abstract

The aim of 12-year basic education program in Taiwan is to promote and implement adaptive teaching; following the introduction of this program, schools and teachers are encouraged to adopt multiple teaching approaches to cater for students’ learning needs. “Cooperative learning,” a student-centered teaching approach with focus on peer learning and learner autonomy, can be adopted to help implement adaptive teaching and develop students’ interpersonal skills and autonomy in learning. This research was developed by focusing on the action research experience of a junior high school teacher who incorporated cooperative learning in her teaching while studying a Master’s program. This teacher had long practiced the teacher-centered approach in teaching, and in recent years, the low learning participation of students had motivated her to think of using a different teaching approach. By interviewing the teacher and collecting her teaching reflective diary, the research explored the purpose, approaches, results and limitations of her implementing cooperative learning. It was found that: (a) initiating instructional innovation and solving teaching problems are her purposes of implementing cooperative learning; (b) based on continuous self-reflection, the professional concepts and skills of cooperative leaning were constructed; (c) teachers and students can all benefit from this student-centered teaching approach, but the planning and integration of structural support for teachers are required.

Keywords: cooperative learning; teaching reflection; instructional innovation

摘要

青少年學生面對升學就業選擇時，往往尋求家人和朋友幫助。但對於缺乏文化及社會資本的基層家庭學生來說，其識見及可得到的資訊有限，他們參與校內或校外的升學就業活動更為重要。在這些活動中，透過「商界－學校」協作推出的活動，能為弱勢學生提供更實際的升學就業資訊及職場體驗。本研究於2013年收集了3,800多位曾參與香港一項「商界－學校」協作計劃的中學生的問卷數據，並以多元迴歸模型分析方法，探討弱勢學生參與升學就業活動與他們掌握升學就業技能的關係。結果顯示，若把學生的個人及家庭背景因素（性別、出生地、家庭結構及社經地位）納入分析，弱勢學生透過參與由商界機構提供的升學就業活動，對他們掌握升學及就業技能方面具有顯著的正面影響。

關鍵詞：「商界－學校」協作；弱勢學生；升學就業技能；生涯發展

Abstract

In most cases, adolescents seek help from their parents and peers when facing the post-secondary decision: continuing education or going for immediate employment. However to those from underprivileged families lacking cultural and social capitals, the exposure and information accessible are limited in preparing them for future development. In such case, participation in activities inside and outside of school is important to them. In particular, activities initiated in the model of “business–school” partnership are seen as good sources of practical information and relevant experiences. The present study collected survey data from a large-scale “business–school” partnership project in Hong Kong, involving about 3,800 secondary students in 2013. Multiple regression modeling was conducted to examine the relationship between students’ participation in those activities under the project and their skills to prepare for further education and employment. Results showed that, when personal and family backgrounds (i.e., gender, place of birth, family structure, socioeconomic status) are taken into account, participation in such activities has significantly positive impact on developing underprivileged students’ skills to prepare for further education and employment.

Keywords: “business–school” partnership; underprivileged students; skills to prepare for further education and employment; career development

摘要

本研究旨在探究在高等教育體系中，以建構並驗證承諾與信任為中介變項的前提下，行銷策略的運用對學生忠誠度的關連。本研究於2013年共蒐集421份有效問卷資料，以結構方程模式統計方法檢視有關假設結構模式是否成立。研究結果發現，行銷策略無法對學生忠誠度產生直接效果，但可藉由承諾與信任作學校行銷策略與學生忠誠度的中介變項，使行銷策略透過承諾或信任，發揮影響忠誠度的間接效果。這意味信任與承諾在當中扮演重要角色。研究者並進而提出對高等教育經營管理及未來研究的建議。

關鍵詞：行銷策略；忠誠度；承諾；信任；高等教育

Abstract

This study, conducted in 2013, aimed to explore commitment and trust as mediators between marketing strategies and student loyalty in higher education industries. The sample included 421 students. A research model of marketing strategies, commitment, trust, and loyalty was proposed and tested by using a structural equation modeling approach. Results indicated that commitment and trust were mediating factors in the relationship between marketing strategies and loyalty. These findings suggest not only that it is important to consider marketing strategies in understanding student loyalty but also that commitment and trust play important roles in this relationship. Based on research results, the author puts forward a number of relevant directions and implications of findings for school managers. Finally, the author provides some suggestions for future research.

Keywords: marketing strategy; loyalty; commitment; trust; higher education