摘要

全球化仍是一種人類業已創造但尚未完全掌握的前景。面對全球化，華人教師若對於典範的自我形塑採取創造性的回應，較具有主動和操之在己的積極意涵。本文旨在探究全球化脈絡下華人教師進行創造性的典範自我形塑時，在認知與行為層次上的應有作為。作者首先描述全球化的主要徵象與面向，其次提出「宏觀中道的教育全球化認識理路」，以為華人教師回應全球化的認知參考途徑。接着，本文提出批判和轉化兩種方法，用作華人教師適切回應經濟全球化誘因排擠效應的行動準則。藉由認知與行為的典範自我形塑，將有助於華人教師經由教育實踐來營造一個避開全球化負面衝擊的美好社會願景。

關鍵詞：全球化；教師典範；誘因排擠效應；內在動機；外在動機

Abstract

Globalization is a phenomenon that people have created yet cannot fully control. Facing its unpredictability, adopting a creative response to it will have autonomous and positive implications for Chinese teachers. This article tries to explore the proper cognitive and behavioral accommodations when Chinese teachers reshape the role paradigm in the context of globalization. First, it depicts the general features and main dimensions of globalization. Second, “the macroscopic and moderate cognitive approach for understanding educational globalization” is proposed as a reference of framework for Chinese teachers on the cognitive dimension. Then, it proposes two best practices for Chinese teachers as guidelines to properly respond to the crowding-out effect implied in economic globalization. The paradigm reshaping process on the cognitive and the behavioral dimension will help Chinese teachers, by devoting themselves to educational practice, create a promising society that can evade the disadvantages of globalization.

Keywords: globalization; paradigm of teachers; crowding-out effect; intrinsic motivation; extrinsic motivation

摘要

本研究目的在於了解青年參與志願服務經驗對於求職就業和核心就業力的影響。本研究透過一份網路問卷，邀請年齡介於18–30歲之間、曾參與志願服務、現為全職或兼職工作者主動報名參與北、中、南部三場焦點團體訪談之一，實際參與訪談者共計28位，其中9位男性，19位女性，均具備豐富的志願服務經驗。焦點團體訪談資料經謄寫成逐字稿後進行跨個案內容分析。研究發現，青年從事志願服務工作對於職涯發展的影響，展現於決定職涯發展方向、增加求職與就業機會，以及增進職場認知和工作推展等三方面。志願服務經驗對於核心就業力的學習效益，則聚焦於提升自我管理能力、訓練表達溝通能力、增進團隊合作能力、鍛鍊問題解決和應變能力、拓展多元宏觀能力，以及強化職涯規劃能力等六方面。

關鍵詞：青年；志願服務；職涯發展；核心就業力

Abstract

This study aims to investigate the impacts of volunteering experiences on youth employment and core employability. The research team invited respondents of an online questionnaire survey to participate in one of three focus group interviews held in northern, middle, and southern part of Taiwan respectively. Twenty-eight participants, 9 male and 19 female, all with volunteering and employment experiences and between 18–30 years old, signed up for focus group interviews. The transcripts of the focus groups were thematically analyzed in content. First of all, three themes are proposed to delineate the impacts of volunteering experiences on youth career development: directing career development, increasing opportunities for employment, and promoting workplace know-how. The impacts on core employability among the youth are concluded with six themes: facilitating self-management skills, enhancing expressing and communication skills, increasing team-working skills, cultivating adaptability and problem-solving skills, expanding multi-faceted and open-minded thinking skills, and consolidating career planning skills. Based on the findings and discussions, it is concluded that volunteering experiences have great contribution to youth career development and core employability enhancement.

Keywords: youth; volunteering; career development; core employability

摘要

考試對學子構成重大壓力，這在亞洲地區尤為明顯。近年，這種現象延伸至一些沒有影響升學的測試，情況值得關注。本文嘗試以囚徒困局的概念，分析香港學校重視全港性系統評估的現況，並解說打破困局的難處。本文首先檢視學者以囚徒困局解釋考試壓力現況；接着，分析全港性系統評估困局的情況，並應用囚徒困局詮釋該情況；最後，探討嘗試打破困局的方法。筆者認為，打破困局的方法不外兩方面︰一為提高個人的理性水平，二為改變制度內的收益。然而，改變制度內的收益雖可改變現行制度的困局，但新制度卻很可能使學校落入另一個囚徒困局。

關鍵詞：香港；考試；囚徒困局

Abstract

Students, especially those in Asian regions, are suffering from enormous examination pressure. Recently, this phenomenon extends to examinations not relating to admission for higher studies. This article aims to analyze, from the perspective of the prisoner’s dilemma, the situation of Hong Kong schools that putting much emphasis on Territory-wide System Assessment (TSA). First, this article reviews the interpretations of schools on examination pressure. Then, it analyzes the situation of TSA in Hong Kong with the conception of the prisoner’s dilemma. Finally, it suggests ways to face the dilemma. The author suggests that there may be two approaches to break the dilemma: one is to enhance the rational level of individuals and the other is to change the payoffs of the system. Nevertheless, revising payoffs of the system can change the present situation or the dilemma of the present system, while the new payoff system may cause another dilemma for schools.

Keywords: Hong Kong; examination; prisoner’s dilemma

摘要

在我國城、鄉二元的社會結構下，流動人口既是「戶籍」農民，又是「編外」市民，隨父母從鄉村來到城市的流動兒童，在成長過程中必然面臨「城市人」還是「農村人」的身分衝突。本文通過對北京市公立學校裏四名流動兒童的個案研究發現：身分認同是一個流變的過程，身為行動者的流動兒童不是戶籍身分的消極接受者，而是身分建構的積極創造者，流動兒童在不同情境下採取不同的認同策略以獲得積極的身分認同和自尊。具體來講，認同「城市人」身分，選擇「守望城市」的流動兒童會採取「拼搏」、「突出城市優勢」、「與老家劃清界限」等手段獲得積極的身分認同；而較認同「農村人」身分，選擇「逃離城市」的流動兒童則通過與城市人抗爭、強化農村人優點等策略尋求正面的身分認同。

關鍵詞：身分建構；身分認同；流動兒童；社會流動

Abstract

Under the urban-rural dualistic structure of contemporary China, migrants residing in urban cities retain their status of peasants by household registration. Migrant children who come to cities with their parents are inevitably confronted with identity crisis in their growing-up process. Based on case studies with four migrant children in a Beijing public school, it was found that identity formation is a fluid process. Household registration status does not prevent these migrant children from identifying as “urban residents.” Instead, these migrant children adopt different strategies in different situations to acquire positive social status and self-esteem. Specifically, children who identify themselves as urbanites anticipate joining the city through “working hard,” “using rural life as a reference point,” and “estranging themselves from their rural origin,” whereas children who identify themselves as rural people tend to highlight the strengths of rural people and to flee from the competition with their urban peers.

Keywords: migrant children; identity formation; identification; social mobility

摘要

本研究旨在探討運用幸福感教學模式，學生對於幸福感的情感與認知變化。研究以個案大學「情緒心理學」課程26位學生為對象，結果發現：學生在「主觀幸福感」、「心理資本」及「用心」上有顯著提升；其次，學生可從幸福感教學模式之「意識／注意（身）」至「介入／行動（心）」到「評估／反應（靈）」階段習得幸福感知能，並從「為幸福感而提供教學」、「以幸福感實施教學」至「認識幸福感而實施教學」的幸福感教學歷程，邁向幸福。最後，本研究針對上述研究結果進行討論，以作大學校院教師在教學與後續相關研究的參考。

關鍵詞：幸福感；幸福感教學；情緒心理學課程

Abstract

This study aimed to explore the teaching for well-being model on college students’ changes in emotional and cognitive well-being. The participants of this study were 26 students who took the course of “Emotional Psychology” in the case university. Results showed that with the intervention, posttest scores of the participants were significantly higher than their pretest scores in such variables as “subjective well-being,” “psychological capital,” and “mindfulness.” Students experienced the well-being teaching process from “awareness/notice (body),” “intervention/act (mind)” to “evaluation/response (spirit),” as well as from “teaching for well-being,” “teaching with well-being” to “teaching about well-being.” Based on the above results, directions for higher education and future research were suggested.

Keywords: well-being; teaching for well-being model; curriculum of emotional psychology

摘要

本研究旨在透過國民小學在職教師利用學習軌道（learning trajectories）理論設計速度概念之任務，進行教學實驗，探討學生對速度概念的表現；再經由教學實驗的回溯省思，探討教師如何修正速度概念的學習軌道。研究對象為台灣中部地區公立小學一班六年級學生，利用觀察與錄影記錄師生互動內容，提供事後回溯及省思的參考，採用質性分析方式處理以下資料：課室師生對話、學生解題表現、教師省思與課後學生訪談記錄。研究發現：（1）經過學習軌道理論設計的課程與教學實驗後，學生對乘除作業判斷的時機及計算、距離與時間換算、快慢判斷、利用平均速度運算速度單位等表現良好，低分組學生對除法應用小數及分數方式尚需加強，轉換單名數的分數與描述兩單位間的關係、單位轉換存有困難，解題過程表達不甚清楚。（2）經由速度之學習軌道教學實驗後，可證實學習軌道教學模式的效果，提供學生速度概念和解題能力教學運用。研究者針對研究發現提出建議，以作未來速度單元教學或研究的參考。

關鍵詞：速度；教學；專業發展；學習軌道

Abstract

This article aims to report a teaching experiment by an in-service teacher, using the principles of learning trajectories (LTs), with tasks regarding the concepts of speed and to examine the performance of students with regard to speed concepts. With the retrospective reflections made by the teacher after the teaching experiment, the instantiated teaching theories produced was discussed. The subjects of this study comprised a class of sixth-grade students at a public elementary school in Central Taiwan and their homeroom teacher. Teacher-student interactions were recorded; qualitative analyses were used to investigate teacher-student dialogue, the problem-solving performance of the students, teacher reflections, and after-class interviews with the students. Results show that: (a) after the LT-based course and teaching experiment, the students performed well in determining and calculating multiplication and division operations, converting distances and time, comparing speeds, and using average speed units. Students in the low-performing group still needed to improve on division with decimals and fractions, the conversion of fractions in simple denominate numbers, the description of relationships between two units, unit conversion, and the presentation of the problem-solving process. (b) The effect of the instantiated teaching model could be obtained after the teaching experiment of teaching students the concepts of speed and problem-solving strategies. Suggestions were then formulated for future teaching reference and research.

Keywords: speed; teaching; professional development; learning trajectories

摘要

電子白板（interactive whiteboard，下稱IWB）強大而多樣化的互動功能是融入教學的最大優勢，亦是教育界大力推廣的主因。本研究以科技接受模式為理論基礎，探討教師對於IWB功能的使用與IWB教學接受度之關係。本研究發現進階層次的互動功能無法有效預測教師對IWB融入教學的認知有用性。而且就算教師對IWB技術的使用具有高度信心，仍偏向使用基本層次的互動功能；在教學互動上，則着重在教師與IWB間的互動，對於「教師－機器－學生」之間這種真正的實踐互動式教學則比較缺乏。本研究根據研究結果與討論，提出教育實務與未來研究的建議。

關鍵詞：電子白板；電子白板融入教學；科技接受模式；互動式教學

Abstract

The strong and diverse interactive functions of interactive whiteboards (IWB) are the main factors for the education sector in accepting, adopting and promoting IWB for instruction. This study, using the technology acceptance model as the theoretical basis, explored the relation between teachers’ use of IWB functions and their acceptance of IWB for instruction. The high interactivity of IWB has been regarded as a key factor to enhance the effectiveness of teaching and learning. Nevertheless, this study found that although the advanced functions of IWB have higher interactive features, they cannot effectively predict “the perceived usefulness” of IWB for instruction. Furthermore, although teachers have confidence in the use of IWB, they still tend to use the basic functions even more than the advanced functions. As for the interaction during instruction, teachers also tend to interact between themselves and the IWB instead of among themselves, the machine and students. However, it is the latter kind of interaction that can really help students participate in the classroom. Finally, based on the findings and discussions of this study, recommendations are suggested for educational practice and future research.

Keywords: interactive whiteboard; IWB for instruction; technology acceptance model; teaching interaction

摘要

本研究旨在調查國民中學（下稱國中）學生的海洋科學知識，以及其素養內涵與能力指標。以基隆市國中學生為對象，採取分區叢集抽樣進行問卷調查，有效樣本計1,016份。研究結果顯示：（1）國中學生海洋科學知識的平均答對率僅51%；（2）依國中階段海洋教育能力指標評量，學生達成率為52%；（3）學生參訪海洋博物館、閱讀海洋書籍與收看電視海洋科學節目愈多者，其海洋科學知識愈高；（4）教師授課內容蘊含海洋知識愈多者，其學生海洋科學知識愈高；（5）學生就讀學校地理位置臨海者的施測成績顯著高於非臨海學校者；（6）年級愈高學生的海洋科學知識得分愈佳。本研究結果可供海洋教育研究者與國中教師參考，進而提升國民海洋素養。

關鍵詞：海洋科學知識；海洋教育能力指標；國中學生；海洋素養

Abstract

This study aimed to investigate the marine science knowledge and capability indicators of junior high school students. The subjects of this study were students from fifteen public junior high schools in Keelung City, Taiwan. Questionnaire surveys were used to conduct stratified sampling of seven administrative districts. A total of 1,268 questionnaires were distributed and there were 1,016 valid samples, with 80% return rate. Results showed that: (a) the average correct rate of the questionnaire for junior high school students’ marine science knowledge was 51%; (b) according to capability indicators of marine science education for junior high schools, students’ reaching rate was 52%; (c) students who spent more time visiting maritime museums, reading about marine science, or watching television shows related to marine science had higher marine science knowledge; (d) marine science knowledge was higher for students whose teachers included more marine science topics into their curriculums; (e) marine science knowledge was significantly higher for students whose school was located near the ocean; (f) students in higher grade levels had higher marine science knowledge. The results of this study can serve as a reference for marine education researchers and junior high school teachers to improve marine science literacy of people.

Keywords: marine science knowledge; capability indicators of marine science education; junior high school students; marine science literacy