摘要

自2001年起，香港特別行政區政府推出一系列大型課程改革，至今已近二十年。現在正是適切時間檢討，以尋找未來的改革方向。校長和教師是重要的持份者，他們同時掌握具體的前線情況，因此了解他們對課程改革現狀及未來發展的看法非常重要。 本研究採用聚焦訪談及問卷調查方法，收集了超過1,000名教師和校長的觀感及看法。研究發現，課程改革帶來了教學法、學校自評文化和觀課文化的改變，但未能全面達致改革的大部分目標。改革亦帶來了一系列問題，例如教師工作量增加和學習差異擴闊等。如要為將來尋找更好的發展方向和策略，教育當局必須進行更全面、更有系統及深入的研究，而本研究展示的數據和理據可作這全面檢討的起點。

關鍵詞：教育改革；課程實施；新高中課程

Abstract

It has been nearly two decades since the Hong Kong Special Administrative Region Government launched a large-scale curriculum reform in 2001. It is timely to review the current state of curriculum delivery and explore how to move forward. As principals and teachers are important stakeholders and they have first-hand knowledge of current state on the ground, it is very important to understand how they perceive the current state and the ways of moving forward.

This article reports the findings of a study which adopted focus group interview and questionnaire survey of over 1,000 teachers and principals. The study finds that the curriculum reform has brought about some changes in teaching methods, self-evaluation, and lesson observation culture in schools. However, a majority of the aims of the curriculum reform have not been achieved and quite a number of problems, such as worsening of teacher workload and widening of learning diversity, have surfaced. It is recommended that more comprehensive, systematic and in-depth evaluative work should be done so as to inform the development and planning of future curriculum. The evidences and rationales provided in the present study could be seen as a starting point for such a holistic review of curriculum reform.

Keywords: education reform; curriculum implementation; New Senior Secondary curriculum

摘要

本文探討以經典為本的大學通識教育新嘗試，透過檢視香港中文大學於2012年新學制改革後的通識教育模式，從應然性（normative）的角度討論以科學經典為本的通識教育的教學目標和課程綱領。文中剖析以經典為本的通識教育核心課程所需的課程論證與學習主題設計，不僅用以回應選取特定範疇知識或典籍的相關爭議，更在於展示出一所大學所嚮往的文化素質和理想人格。故此，科學經典為本的核心課程並不是將學院科學轉移至通識教育課堂，亦不是從事普及科學教育，而是透過研讀經典，令學生明白人類、自然與知識的共構關係，從而思考科學探究的特徵與局限、現代科技的倫理應用，以及自然知識的文化面向等議題。本文就課程理念和教學議題設計，說明香港中文大學的「與自然對話」一課，如何將科學經典中的知識連結至人類的文化處境，以培養學生具備文化批判的科學素養，反思自然知識探究所引發的社會和價值變革。

關鍵詞：通識教育；核心課程；核心文本；科學經典教育；自然知識的文化向度

Abstract

This article explicates a new attempt of using classics as the basis for the General Education curriculum of a university. Through reviewing the General Education model adopted by The Chinese University of Hong Kong after the 2012 new education reform, we evaluate the aims of the curriculum and designs of “In Dialogue with Nature” — a newly launched science classics General Education course. The article, from a normative perspective, analyzes the course’s justifications and curriculum designs required by a core-text curriculum. It does not only respond to relevant controversies of choosing specific branch of knowledge and the selection of classics, but more importantly reflect the cultural literacy and ideal personality aspired by a university through the design of the core curriculum. Thus, the science classics course neither aims at transferring hard-core scientific knowledge to General Education course, nor engages in teaching popular science. Rather, it enables students to understand the co-existential relationship between humans, nature and knowledge through studying classics, in order to reflect on issues such as the characteristics and limitations of scientific inquiries, the ethical dilemma of modern technologies, as well as the cultural dimension of natural knowledge, and so on. Through evaluating the aims and design of curriculum, this article illustrates how this course could bridge the knowledge in science classics with human conditions, thereby equipping students with a sense of scientific literacy that empowers them to engage in the cultural critique about social and value changes arising from the course of scientific inquiry.

Keywords: General Education; core curriculum; core texts; science classics education; cultural dimension of natural knowledge

摘要

學業情緒強烈影響學生的學習表現，對學生的認知加工、應試、學業成就等起着重要的作用。本研究着眼於檢驗理性情緒教育（rational emotive education）對改善初中學生學業情緒的效果，編制干預課程方案，採用準實驗設計，以中國蘇州市某中學初中一年級學生為研究對象，一班為實驗組（n = 37），開展為期18週的初中生「理性情緒教育課程」教學實驗，另一班為對照組（n = 37），保持常態教學。結果發現：（1）教學實驗後，除積極低喚醒學業情緒外，實驗組學業情緒各維度得分均顯著高於對照組；（2）實驗組在實驗後，除積極低喚醒學業情緒外，學業情緒各維度得分均顯著高於教學實驗前；（3）實驗組學生認可且喜歡課程活動；（4）實驗組學生學業情緒、學習狀態及班級氛圍均得到改善。初中生「理性情緒教育課程」對促進初中生學業情緒的良性發展具有可行性和一定效用。

關鍵詞：理性情緒教育；學業情緒；初中生；干預

Abstract

Academic emotion strongly influences students’ learning performance. It plays an important role in students’ cognitive processing, exam-taking and academic achievement. In this study, an intervention program was designed based on the theory of rational emotive therapy, using a quasi-experimental design to explore the improvement of rational emotive education on the academic emotion of junior high school students. Grade seven students of a middle school in Suzhou participated in this study. An experimental group of 37 students received an 18-week teaching experiment on “rational emotive education course” whereas another class of 37 students served as the control group. Results showed that: (1) significant differences existed between the experimental group and the control group in all dimensions except for the positive-low arousal emotion; (2) students’ academic emotion scores in the experimental group significantly increased except for the positive-low arousal emotion; (3) students in the experimental group recognized and liked the course; (4) the academic emotion, learning state and classroom atmosphere of the experimental group were improved. The “rational emotive education course” for junior high school students is feasible and effective in promoting the beneficial development of students’ academic emotion.

Keywords: rational emotive education; academic emotion; junior high school students; intervention

摘要

近年日益興起在遊戲和教學上運用「虛擬實境」（virtual reality, VR）。在虛擬實境中，基於網路無界限和多媒體的特殊性，大大增強了網頁中同儕間和學習者與虛擬物件的互動。 國小學童會因為網頁的導覽介面設計而影響對網頁的使用習慣，因此了解學童在網頁視覺互動成效的情況，將有助於把虛擬實境建構在兒童網頁的視覺互動上。

本實驗針對台灣60位高年級學童，探討他們在利用虛擬實境網頁的資訊課程中的學習成效。實驗要求學生於CoSpaces EDU虛擬實境網頁平台所設定學習任務中學習，並比較實驗前、後學生在「溝通協調能力」、「團隊合作能力」、「問題解決能力」、「獨立思辨能力」和「創造力」等「5C關鍵能力」中的學習成效差異。

本實驗由專家評鑑結果和學生自評結果，進行成對樣本t檢定，比較虛擬實境教學前、後的學習成效。結果顯示，進行學習任務課程後，高年級學生在「5C關鍵能力」上均達到良好的學習成效。

關鍵詞：5C關鍵能力；高年級學童；虛擬實境；學習成效

Abstract

In recent years, the use of virtual reality (VR) in games and teaching has become increasingly popular. The boundless nature of the Web and the uniqueness of multimedia in VR greatly enhance peer interaction as well as the interaction between learners and virtual objects on Webpages. Elementary schoolchildren’s habits of using Webpages depends upon the navigation interface design of the Webpages. Therefore, understanding the effectiveness of schoolchildren’s visual interaction with Webpages will help implement VR into Websites for schoolchildren.

The purpose of this experiment was to explore the learning outcomes of 60 Taiwanese fifth and sixth graders in a computer course using VR Webpages. The experiment involved students learning through the tasks set on the VR Web platform “CoSpaces EDU.” The differences in their learning outcomes on the “5C key competencies” (i.e., communication and coordination skills, teamwork capabilities, problem-solving skills, independent thinking capabilities, and creativity) before and after the experiment were compared.

Based on the results of expert assessment and students’ self-evaluation, paired-samples t test was conducted to compare the learning outcomes before and after implementing the VR teaching. Results show that the fifth and sixth graders were found to exhibit excellent 5C competencies after the experiment.

Keywords: 5C key competency; fifth and sixth graders; virtual reality; learning outcome

摘要

本研究採質性研究，考量以家庭為中心的原則與Bronfenbrenner生態系統理論的中系統觀點，以立意取樣探討兩位學前特殊教育（下稱特教）班教師與四位兩歲特殊幼兒家長合作實施個別化教育計畫（individualized education program, IEP）的過程，以及雙方合作對特殊幼兒、家長和學前特教教師的影響。研究者使用個別訪談、親師與團隊會議、專家諮詢、家訪、觀察、日常作息訪談表、家庭優勢和需求調查表、相關文件（如IEP、IEP月紀錄表）、IEP期末目標達成率、省思札記等方法蒐集研究資料。研究結果顯示，經過一年多的合作，家長多能在家執行IEP目標，提升自己的教養能力；四位幼兒的學習皆有進步，期末目標達成率多有提升。親師合作所形成生態系統理論中系統的支持連結愈好，幼兒進步愈多。學前特教教師透過親師合作IEP能獲得專業的成長，逐漸能了解家庭的優勢，並對家長需求有同理心。不過，在合作過程中，教師看到幼兒的需要與家長的期待有落差，親師彼此須達到共識並不容易。參與家長的親職教養能力已有提升，但需老師支持獲得IEP與兒童發展的知能。依據研究結果，研究者提出相關建議。

關鍵詞：兩歲特殊幼兒；個別化教育計畫；親師合作

Abstract

In this qualitative study, family-centered principles and mesosytem of the ecological systems theory from Bronfenbrenner were considered. This study explored parent–teacher collaboration through implementing individualized education program (IEP) involving two early childhood special education (ECSE) teachers and four parents of two-year-old children with special needs, as well as the influence on the children, parents, and ECSE teachers. Data were collected from individual in-depth interviews of parents of children with special needs, observations, IEP meetings, team meetings, IEP documents, monthly records for IEP, achievement rates of IEP goals, family strengths and needs form, routines-based interview form, and the researcher diary. Data triangulation was used to establish the trustworthiness of the study. Research results show that after more than a year of collaboration, parents could implement IEP goals at home and their parenting skills were improved. The learning of all four children has progressed, and achievement rates of IEP goals were enhanced. The better the support link in the mesosystem formed by parent–teacher collaboration, the more progress the children made. ECSE teachers could also achieve professional growth, and gradually understood the strengths of families and the needs of parents. This article also provided insightful suggestions according to the research results.

Keywords: two-year-old children with special needs; individualized education program; parent–teacher collaboration

摘要

本研究採質性研究，考量以家庭為中心的原則與Bronfenbrenner生態系統理論的中系統觀點，以立意取樣探討兩位學前特殊教育（下稱特教）班教師與四位兩歲特殊幼兒家長合作實施個別化教育計畫（individualized education program, IEP）的過程，以及雙方合作對特殊幼兒、家長和學前特教教師的影響。研究者使用個別訪談、親師與團隊會議、專家諮詢、家訪、觀察、日常作息訪談表、家庭優勢和需求調查表、相關文件（如IEP、IEP月紀錄表）、IEP期末目標達成率、省思札記等方法蒐集研究資料。研究結果顯示，經過一年多的合作，家長多能在家執行IEP目標，提升自己的教養能力；四位幼兒的學習皆有進步，期末目標達成率多有提升。親師合作所形成生態系統理論中系統的支持連結愈好，幼兒進步愈多。學前特教教師透過親師合作IEP能獲得專業的成長，逐漸能了解家庭的優勢，並對家長需求有同理心。不過，在合作過程中，教師看到幼兒的需要與家長的期待有落差，親師彼此須達到共識並不容易。參與家長的親職教養能力已有提升，但需老師支持獲得IEP與兒童發展的知能。依據研究結果，研究者提出相關建議。

關鍵詞：兩歲特殊幼兒；個別化教育計畫；親師合作

Abstract

In this qualitative study, family-centered principles and mesosytem of the ecological systems theory from Bronfenbrenner were considered. This study explored parent–teacher collaboration through implementing individualized education program (IEP) involving two early childhood special education (ECSE) teachers and four parents of two-year-old children with special needs, as well as the influence on the children, parents, and ECSE teachers. Data were collected from individual in-depth interviews of parents of children with special needs, observations, IEP meetings, team meetings, IEP documents, monthly records for IEP, achievement rates of IEP goals, family strengths and needs form, routines-based interview form, and the researcher diary. Data triangulation was used to establish the trustworthiness of the study. Research results show that after more than a year of collaboration, parents could implement IEP goals at home and their parenting skills were improved. The learning of all four children has progressed, and achievement rates of IEP goals were enhanced. The better the support link in the mesosystem formed by parent–teacher collaboration, the more progress the children made. ECSE teachers could also achieve professional growth, and gradually understood the strengths of families and the needs of parents. This article also provided insightful suggestions according to the research results.

Keywords: two-year-old children with special needs; individualized education program; parent–teacher collaboration