摘要

本文旨在針對台灣品德教育自1949年迄今的轉型與困境，及其歷史脈絡作宏觀剖析。首先，梳理台灣背景脈絡，其經濟由開發中國家邁向已開發國家，政治由威權戒嚴而至民主自由體制，社會文化由單一趨向多元樣態，然而卻面臨新自由主義與全球化、文化與國家認同、個人主義與相對主義等挑戰。其次，探究台灣品德教育課程變遷，由戒嚴時代蘊含政治意識型態、解嚴初專業逐漸浮現、2000年以來形成廣義課程化及多元價值融入等三個時期的特點。再者，論述台灣品德教育在這結構歷程中產生的四個主要困境。最後，提出促進品德教育永續發展的建議，包括對於意識型態的批判反思、解構迷思並重建專業、強化對話溝通以促進認同，以及秉持彰顯正義與關懷弱勢的信念。

關鍵詞：品德教育；宏觀剖析；台灣教育

Abstract

This article aimed to inquire about the transformation and predicament of character and moral education (CME) in Taiwan from a macro-analysis on the historical context beginning in 1949. Firstly, the author described the background of Taiwan, including from a developing to an industrialized country, from the authoritarianism of Martial Law to full-fledged democracy, and from a single orientation to multiple traits in the sociocultural environment. However, CME has inevitably been facing a number of challenges, i.e., neoliberalism and globalization, national and cultural identity, individualism and relativism etc. Secondly, the author explored CME characteristics of three curriculum periods, including political ideologies at the time of Martial Law enacted, an emerging profession for CME in the initial stage after the lifting of Martial Law, and a broad meaning and multiple values for CME which has been transformed since 2000 until the present day. Moreover, the author discussed the four predicaments of CME. Finally, suggestions and concluding remarks on the development of CME were offered, which include developing a critical thinking on ideologies, rebuilding professions, improving communication to reach identity, as well as insisting on values of justice and caring.

Keywords: character and moral education; macro-analysis; Taiwanese education

摘要

本文旨在針對台灣品德教育自1949年迄今的轉型與困境，及其歷史脈絡作宏觀剖析。首先，梳理台灣背景脈絡，其經濟由開發中國家邁向已開發國家，政治由威權戒嚴而至民主自由體制，社會文化由單一趨向多元樣態，然而卻面臨新自由主義與全球化、文化與國家認同、個人主義與相對主義等挑戰。其次，探究台灣品德教育課程變遷，由戒嚴時代蘊含政治意識型態、解嚴初專業逐漸浮現、2000年以來形成廣義課程化及多元價值融入等三個時期的特點。再者，論述台灣品德教育在這結構歷程中產生的四個主要困境。最後，提出促進品德教育永續發展的建議，包括對於意識型態的批判反思、解構迷思並重建專業、強化對話溝通以促進認同，以及秉持彰顯正義與關懷弱勢的信念。

關鍵詞：品德教育；宏觀剖析；台灣教育

Abstract

This article aimed to inquire about the transformation and predicament of character and moral education (CME) in Taiwan from a macro-analysis on the historical context beginning in 1949. Firstly, the author described the background of Taiwan, including from a developing to an industrialized country, from the authoritarianism of Martial Law to full-fledged democracy, and from a single orientation to multiple traits in the sociocultural environment. However, CME has inevitably been facing a number of challenges, i.e., neoliberalism and globalization, national and cultural identity, individualism and relativism etc. Secondly, the author explored CME characteristics of three curriculum periods, including political ideologies at the time of Martial Law enacted, an emerging profession for CME in the initial stage after the lifting of Martial Law, and a broad meaning and multiple values for CME which has been transformed since 2000 until the present day. Moreover, the author discussed the four predicaments of CME. Finally, suggestions and concluding remarks on the development of CME were offered, which include developing a critical thinking on ideologies, rebuilding professions, improving communication to reach identity, as well as insisting on values of justice and caring.

Keywords: character and moral education; macro-analysis; Taiwanese education

摘要

宗教教育與政治關係的爭論由來已久。以2010年香港政府建議在小學和中學引入德育及國民教育作必修科目及其後兩年有關爭議的背景下，本文追溯基督宗教教育在香港的發展，並分析本地基督宗教社群回應該新科目建議的論述。研究發現基督宗教的論述常圍繞三個突出主題，分別是：（1）兩個國度和基督徒及世俗的多元身分；（2）有條件的愛國精神；（3）以普世價值為正當的美德和教育目的。這些主題都有着更廣泛的理論和實踐啟示，即有關國家認同問題、宗教和世俗身分間的關係，以及教育的性質（包括其目標和方法）。基督宗教社群的回應有助探討宗教面向於公民教育的積極作用。

關鍵詞：宗教教育；基督宗教教育；香港；愛國；公民教育

Abstract

The relationship between religious education and politics has long been debated. Against the backdrop of the Hong Kong government’s proposal to introduce Moral and National Education as a compulsory subject in primary and secondary schools and the related controversies, this article outlined the development of Christian education in Hong Kong, and then analyzed the discourse of local Christian communities in response to the proposed new subject. Three salient themes commonly revealed in the Christian discourse were: (a) two kingdoms and plural Christian and secular identities; (b) conditional patriotism; (c) universal values as proper virtues and aims of education. These themes carry broader theoretical and practical implications concerning the issues of national identity, the relationship between religious and secular identity, and the nature of education, including its aims and pedagogy. And they could elucidate the positive roles of the religious dimension for citizenship education.

Keywords: religious education; Christian education; Hong Kong; patriotism; citizenship education

摘要

本文採用文獻分析和歷史研究方法，分析歐盟教育研究機構Eurydice的任務、工作和角色，並闡述Eurydice對比較教育研究精神的承襲與彰顯。Eurydice是歐盟這國際組織的官方教育研究機構，在任務、工作和角色等三方面可視為承襲了比較教育之父Jullien有關比較教育研究的倡議和精神。兩百年前，Jullien在〈關於比較教育工作之計畫與初步意見〉中提出的比較教育研究目的、研究方法和研究範圍等方面，都在Eurydice的研究工作和成果上獲得發揚與彰顯。在比較教育研究目的方面，Eurydice分析各國教育並提供教育決策，即是Jullien最初倡議的教育改革目的；在比較教育研究方法方面，今日Eurydice各項教育指標和資料庫的建立，正是Jullien當時提出邁向教育科學的呼籲；而在比較教育研究範圍方面，Eurydice身為歐盟教育研究機構，致力提供歐洲地區各國最完善的教育資訊。

關鍵詞：Eurydice；Jullien；歐盟；比較教育

Abstract

This article analyzed the mission, work and role of Eurydice, and expounded its inheritance and manifestation of Jullien’s comparative education research sprit by literature analysis and historical research methods. As an official educational research institution of the European Union, Eurydice can be considered as inheriting from the initiative and spirit of Jullien’s comparative education research. The research purpose, research methods and scope of comparative education initiated by Jullien in the “Plan and Preliminary Views for a Work on Comparative Education” two hundred years ago was demonstrated and developed in Eurydice’s research work and achievements. Regarding the research purpose of comparative education, Eurydice aims to do educational analysis for policymaking, which is the purpose of educational reform initiated by Jullien. As for the research methods of comparative education, Eurydice establishes educational indicators and databases, demonstrating Jullien’s appeal for educational science. With regard to the research scope of comparative education, Eurydice, being an educational research institution of the European Union, is committed to providing the latest and comprehensive educational information of European countries.

Keywords: Eurydice; Jullien; European Union; comparative education

摘要

教師合作浸潤於獨特的社會文化情境中，在外部規限和內在自主的張力下呈現出差異化走向。中國內地致力於推動公開課比賽，以發展學校合作文化，提升教師的專業性。然而，公開課比賽中教師合作處於外部規限和專業自主的張力下，面臨發展困境。合作議程和規則受制於固化的規則體系，普通教師缺乏話語權，專業性的提升受到抑制。改進教師合作需要擺脫工具理性傾向，突破「樣板戲」式的表演，並賦權予教師。

關鍵詞：教師合作；專業學習社群；專業自主；公開課

Abstract

Situated in a special sociocultural context, teacher collaboration moves away from its original purpose under the tension between external constraint and professional autonomy. The Chinese mainland promotes “open class” match to develop collaborative school culture and to enhance teacher professionalism. However, it reveals that teacher collaboration encounters difficulties when it is under the tension between external constraint and professional autonomy. Activity agenda and rules are under the control of administrators and academic authorities. Teachers are forced to follow external disciplines, and their professionalism is suppressed. In order to improve teacher collaboration, it needs to get rid of instrumental rationality, get out of “model play,” and empower teachers.

Keywords: teacher collaboration; professional learning community; professional autonomy; open class

摘要

本研究旨在檢視成就目標和課室目標對情境興趣的直接影響，並探討課室目標對成就目標和情境興趣間關係的潛在調節效果。研究對象為來自52所國中的2,334名學生。研究會檢視成就目標、課室目標和情境興趣間關係的三個假設效果：直接效果、一致的增強調節效果和不一致的削弱調節效果。研究發現：（1）個人精熟目標和二向度課室目標對情境興趣具直接影響效果；（2）課室精熟目標對個人精熟目標和情境興趣間關係具一致的增強效果；（3）課室表現目標對個人表現目標和情境興趣間關係具一致的增強效果；（4）課室表現目標對個人精熟目標和情境興趣間關係具不一致的削弱效果；（5）包含了直接影響效果和調節效果的整體模式解釋了情境興趣約70%的總變異。

關鍵詞：成就目標；課室目標；情境興趣；潛在調節效果；潛在調節結構方程模式

Abstract

This study aimed to: (1) examine the direct effect of achievement goals and classroom goals on situational interest; (2) investigate the latent moderated effect of classroom goals on the relationship between achievement goals and situational interest. Three hypotheses of the relationships among achievement goals, classroom goals, and situational interest were proposed and examined in order — direct effect, congruent reinforcing effect of moderation, and incongruent weakening effect of moderation. Results showed that: (1) single achievement goal (mastery goal) and two-dimensional classroom goals (classroom mastery and performance) exerted direct effects on situational interest; (2) classroom mastery goal had a congruent reinforcing effect on the relationship between mastery goal and situational interest; (3) classroom performance goal had a congruent reinforcing effect on the relationship between performance goal and situational interest; (4) classroom performance goal had an incongruent weakening effect on the relationship between mastery goal and situational interest; (5) the latent moderated structural equation modeling, consisting of both direct and moderated effects, explained about 70% variation of situational interest.

Keywords: achievement goals; classroom goals; situational interest; latent moderated effect; latent moderated structural equation

摘要

本研究以一位國民小學自然科教師為個案，探討她與指導教授進行發展兒童科學讀物的合作行動研究。前者為行動研究者，在寫作讀物歷程中與後者持續討論，關注所遇問題、採取因應策略、評量成效並反思。首先聚焦「全球暖化」主題，初步體驗創作；之後大量寫作，並運用多種文體，諮詢不同人士，以刺激反思；最後運用既有的童話情境，融入環保元素，賦予文本新的意義，並交由學生閱讀後試繪插圖，以此應用於教學。研究期間，教師創作了18篇作品，並將發生的事件與省思寫成札記，敘寫創作體驗。本研究運用敘述分析，整理各類札記後，呈現研究時的問題困境、策略方案、互動交流與突破發展等結果。文末，提出綜合省思和未來發展方向。

關鍵詞：全球暖化；自然科教師；合作行動研究；兒童科學讀物；科學寫作

Abstract

This study focused on an elementary science teacher who conducted collaborative action research with her supervising professor to write science reading materials for children. The teacher interacted with her professor while writing the reading materials. This study especially paid attention to the problems they encountered, the strategies adopted, and the effect achieved. At first, “global warming” was selected as the theme for practicing writing. Then, to facilitate self-reflection, the teacher was requested to produce more products in a variety of genres. Finally, well-known storylines were adopted as guidelines for her to infuse with environmental elements, and the new version of storylines was implemented in the classroom. During the 16-month research period, the teacher produced 18 reading materials. She also wrote reflective diaries based on her engagement in the writing process. This study used narrative writing to report the problems she faced, the strategies for solving the problems, the interaction with various persons and tasks, and the improvement through stages. At the end of this article, the authors reflected on the whole process of action research, and proposed the possible trend of writing science reading materials in the future.

Keywords: global warming; science teachers; collaborative action research; children’s science books; science writing

摘要

本研究針對香港中學生文言文閱讀能力不足的問題，以古今漢語的差異和認知心理學的閱讀研究為理論基礎，結合量化和質化方法，探討學生在字詞認讀和篇章理解兩個層面的閱讀表現和困難。參與研究的對象共454名中四學生，他們來自4所不同能力的中學。研究先以文言文語譯測驗和閱讀理解測驗測量全體學生在不同層次的文言文閱讀表現，再在每所學校隨機選取12名學生合共48人進行半結構小組訪談，以深入了解學生閱讀文言文的相關知識、策略和困難。研究結果反映香港中學生在字詞認讀和篇章理解兩個層面的文言文閱讀能力均欠佳，其中又以認讀層面的表現較弱；研究亦發現學生的古漢語知識薄弱，對文言文語譯和理解策略的認識和運用能力均不足。針對學生閱讀文言文的問題，本研究提出了一些教學建議，以供教師思考如何提高學生的文言文閱讀能力。

關鍵詞：文言文閱讀；字詞認讀；篇章理解；文言文教學

Abstract

In response to Hong Kong students’ poor ability in Classical Chinese (CC) reading, the study adopted both quantitative and qualitative methods to examine Hong Kong students’ performance and difficulties at the decoding and comprehension level of CC reading based on the theoretical foundation of linguistic analyses and reading studies from cognitive psychology. A total of 454 Secondary 4 students from four schools with students of different ability levels participated in the study. All students received a CC translation test and a CC reading comprehension test to assess their CC reading performance at different levels. Twelve students from each school with a total of 48 students were randomly selected to participate in semi-structured group interviews to explore their knowledge, strategy use, and difficulties in CC reading. Findings of the study indicated that students’ performance in both decoding and comprehension level was unsatisfactory. Their decoding ability was especially weak. The findings also revealed that students’ knowledge in CC language and their use of translation and comprehension strategies were poor. Suggestions for teachers to reflect how to improve students’ CC reading ability are discussed based on these findings.

Keywords: Classical Chinese reading; decoding; comprehension; Classical Chinese instruction