Abstract

This is a personal narrative of encounters with Chinese people and experiences of the culture over a fifty-year period, from 1967 to 2017. The timing parallels closely the 50-year period and anniversary being celebrated by the Education Journal of the Hong Kong Institute of Educational Research at The Chinese University of Hong Kong. The author lived in Hong Kong from 1967 to 1978, as a young Canadian teacher employed by Heep Yunn, an Anglican girls’ school. She then returned to a very different Hong Kong in 1997 to lead the Hong Kong Institute of Education in its upgrading to university level and status. In between she experienced China’s opening up as a teacher at Fudan University in Shanghai from 1980 to 1982, and a more isolated China during the difficult period from 1989 to 1991 when she served as Cultural Attaché in the Canadian Embassy in Beijing. Through these experiences of dramatic change came an ever deeper engagement with Chinese culture, which has kept her active in teaching and research about Chinese education over a period of 50 years and given her a vision of what it can bring to a global world. She thus focuses on the stories of individuals whose strength of spirit enabled them to deal with integrity, courage and grace through times of extreme pressure and geopolitical conflict.

Keywords:Chinese culture; encounters; geopolitics; dialogue; resilience

摘要

這是一篇自1967至2017年、橫跨半個世紀、與中國人民和文化體驗有緣相遇的個人敘事，時間上恰巧和香港中文大學《教育學報》的50周年誌慶吻合。作者於1967至1978年間以一名年輕加拿大教師僑居香港，在聖公會的協恩中學任教。1997年，她回到一個完全不同的香港，領導向大學資格升級的香港教育學院。在此期間，她曾為上海復旦大學的教師，體會中國的改革開放（1980–1982年）；以及加拿大北京大使館文化參贊，感受一個相對孤立、處於困難時期的中國（1989–1991年）。跟感悟這些劇烈變化相伴的，是更深地緣遇中國文化，使她在此50年中積極投身關於中國教育的教學和研究，並給予她展望中國教育貢獻於世界的視野。因此，作者聚焦於一些個人故事──他們的精神力量所賦予的正直、勇氣和榮光，以面對極端壓力和地緣政治衝突的時代。

關鍵詞：中國文化；緣遇；地緣政治；對話；忍耐

Abstract

Australia is a vast country. It is the largest country in Oceania and the sixth largest country in the world by total area. The Commonwealth of Australia comprises 6 states and 2 territories with a total population of over 25 million people, mainly focused down the south-eastern coast line and concentrated in the capital cities of each state and territory. With respect to early childhood education and care (ECEC), the development of services across the country has changed considerably over time. From families making their own informal care arrangements decades ago, to the more recent era where the Federal government has widened and increased access to ECEC with the aim to raise the quality of children’s learning and development outcomes. Using readily available government documents, this article follows the development of ECEC in Australia from its informal beginnings to recent times where the sector has been through a reform phase resulting in the National Quality Framework (NQF) guiding the nation’s ECEC quality agenda. With a view to higher educational outcomes leading to better employment and advancement in social conditions, there remain considerable obstacles to realizing a full and seamless quality implementation. In this article, we discuss some of the challenges that lay ahead for ECEC in Australia, and provide some suggestions on how these challenges can be addressed.

Keywords: early childhood education and care; Australia; policy development; National Quality Framework; access and equity

摘要

澳洲幅員廣大，以總面積計是大洋洲中最大和世界第六大國家。澳洲聯邦有6個州和兩個領地，人口超過2,500萬，主要集中在東南海岸線和各州、領地的首府。澳洲幼兒教育和關懷服務的發展幾經轉變，自數十年前由家庭各自安排，到近期由聯邦政府擴大和增加服務，以提升兒童學習和發展的成效和質素。本文參考現有政府檔案，了解澳洲如何開展非正規的幼兒教育和關懷服務，以至於近期服務經過改革，制定出國家質素架構以引領服務發展，目的是提升教育成效，從而改善就業和社會狀況。要逹致全面而暢順的質素保證，尚有不少障礙。本文會討論當前澳洲在這方面的挑戰，並提供應對建議。

關鍵詞：幼兒教育和關懷服務；澳洲；政策發展；國家質素架構；機會與公平

摘要

回應素養導向課程改革趨勢，體育領域積極投入探究、理解及推展身體素養的概念和實踐。為能將身體素養有效地具象化和量化，身體素養評量工具的開發早已成為許多國家推動身體素養的重要課題之一。本文聚焦於探討國際上廣獲使用的身體素養評量工具，希望藉此為台灣開發身體素養評量工具提供具體參考。International Physical Literacy Association提出「描繪」（charting）身體素養的評量做法，主張從整體的面向描述與定位個體身體素養曲線的消長；PLAY是依據不同使用者和使用需求所設計的身體素養系列評量工具，從不同面向掌握身體素養；PFL為學生和教師提供有價值的信息和回饋，幫助教師評量學生的身體素養，改善學習並了解身體素養的進步和實現；CAPL是評量學童身體素養的工具，涵蓋的測驗內容除了身體素養的四個核心支柱外，更引入穿戴式裝置，測量學童每日的身體活動數據；Dudley（2015）設計的「身體素養學習觀察量尺」在評量內容和表現水準交叉列聯後，能針對個體在不同面向上的表現提供清晰描述，幫助個體和他人了解身體素養學習情形或規劃促進計畫。本文描述國際上身體素養評量工具的內涵和設計，嘗試為身體素養評量工具提出可供參酌的開發建議，落實素養導向體育課程改革的基礎工程。

關鍵詞：繪製身體素養旅程工具；生活護照；青少年身體素養評量；加拿大身體素養評量；身體素養學習觀察量尺

Abstract

In response to the trend of competency-oriented curriculum innovation, the field of physical education actively dedicates to investigating, understanding and promoting the concept and practice of physical literacy (PL). To effectively concretize and quantify PL, the development of assessment tool of PL has been one of the crucial issues of promoting PL in many countries. This article focuses on investigating diverse assessment tools of PL adopted across the world, for providing substantial suggestions of developing assessment tools of PL in Taiwan. Proposing the assessment practice of charting PL, the International Physical Literacy Association believes in delineating and positioning the rise and fall of individual’s PL. According to the conditions and needs of different users, PLAY is a series of assessment tools of PL in capturing the concept of PL from different facets; however, its reliability and validity need to be verified and constructed further. PFL provides valuable information and feedbacks for both students and teachers in supporting teachers for assessing student’s PL, improving learning, and understanding the progress and accomplishment of PL. CAPL is an important tool designed to assess the PL of children, with assessment contents including not only the four common and core pillars of PL, but also children’s daily physical activity measured by utilizing wearable devices. The “Rubric of Observed Learning in Physical Literacy” developed by Dudley (2015) represents the assessment foci and performance level in the same tool which might assist others and self in understanding learning conditions or drawing up plans of promotion. This study synthesizes the connotation and design of international assessment tools of PL, provides helpful proposals for developing assessment tools, and indirectly establishes one of the infrastructures of operating competency-oriented curriculum innovation in physical education.

Keywords: Charting Physical Literacy Journey Tool (CPLJT); Pass for Life (PFL); Physical Literacy Assessment for Youth (PLAY); Canadian Assessment of Physical Literacy (CAPL); Rubric of Observed Learning in Physical Literacy (ROLPL)

摘要

踏入21世紀，香港中學中文科課程進行了一項重要革新，就是取消指定範文，容許學校根據學生需要編選教材。然而，教育當局於2015年修訂高中中文科課程，重設指定範文12篇。本文通過分析官方文件和訪談課程決策者，探討重設指定範文的理念。研究發現，重設指定範文主要為回應前線教師訴求，在決策者眼中是無奈的妥協。然而，決策者在決策過程中重新界定問題，為指定範文定位，刻意避免重現課程改革前的學習異化現象，除了強調培育學生的人文素養，亦保留新課程開放教材和重視能力遷移的精神。研究結果對了解指定範文在高中中文科課程的定位和香港中文科課程的發展方向，都有重要意義。

關鍵詞：中文科課程；課程變革；指定範文；課程決策；香港

Abstract

Around the year 2000, the Hong Kong secondary Chinese language curriculum underwent a major reform. Significantly, the curriculum no longer prescribed any texts. Instead, schools chose materials to fit their students’ needs. In 2015, the revised senior secondary Chinese language curriculum reintroduced 12 required classical texts. This study explicates the rationale behind the changes, through analyzing government documents and interviewing decision makers. The recent change was a compromise by decision makers to address frontline teachers’ concerns. However, the decision makers reframed the problems and positioned the prescribed texts in the curriculum. In doing so, the decision makers hoped to avoid the problems of the old curriculum, to preserve the spirit of the new curriculum, and to advance the cultivation of moral and cultural development. The study findings deepen our understanding of the key features of the revised curriculum and the positioning and development of the Chinese language curriculum in Hong Kong.

Keywords: Chinese language curriculum; curriculum change; prescribed texts; curriculum decision making; Hong Kong

摘要

影響學生學習成效的因素眾多，過去研究皆以不同理論歸納出其前置變數，並探討兩者的關聯。本研究基於知識轉換理論，輔以行銷概念，提出兩個重要的前置變數：教師知識移轉與學生導向，以探討結構模式中各因素之間的顯著性。本研究以台灣大專校院學生為研究樣本，並以立意抽樣方式取得統計樣本；為降低地區和學校屬性可能帶來的誤差，致力平衡各群組樣本數。本研究共計收取801份問卷。研究結果顯示，教師的知識移轉對於學生吸收能力及學習成效具有顯著影響；學校的學生導向對於學生吸收能力具有顯著影響；學生先備能力將正向調節教師知識移轉對學生吸收能力的影響力。根據其研究結果和發現，本研究提出相關理論意涵與實務意涵的建議，並指出研究限制給未來研究者參考，以豐富研究議題的延續性。

關鍵詞：教師知識移轉；學生導向；吸收能力；學習成效；先備能力

Abstract

There are many factors influencing the learning outcomes of students, and previous studies all concluded with predetermined variables based on different theories and explored the relevance between these theories and learning outcomes. In this study, two important antecedents, teachers’ knowledge transfer and student orientation, were put forward on the basis of the knowledge conversion theory and the marketing concept to explore the significance of various factors within the structural model. Purposive sampling was adopted to select college students in Taiwan as samples. Efforts were made for balancing the sample numbers of various groups in order to reduce possible deviations brought by regions and university features. A total of 801 questionnaires were collected. Results indicate that teachers’ knowledge transfer had a significant impact on students’ absorptive capacity and learning outcomes; student orientation had a significant impact on students’ absorptive capacity; prior knowledge of students had a positive moderating effect on the influence of teachers’ knowledge transfer on students’ absorptive capacity. Based on the results and findings, this study suggested relevant theoretical and practical implications, presented the limitations of the study, and gave suggestions for future research.

Keywords: teacher’s knowledge transfer; student orientation; absorptive capacity; learning outcome; prior knowledge