Abstract

Adopting the perspective of activity theory, this research investigated the interactive core elements within a school as a teacher professional learning community (PLC), and analyzed the relationships between these factors and school innovation. The research was based on a qualitative case study over 3.5 years in a newly established private boarding school (School S) in western China. Semi-structured interviews, field documents, and classroom observations were employed to collect data. The research found that teachers played a major role in active interaction with other factors within the PLC. Updating teachers’ knowledge and building school knowledge were the objects of the PLC, which motivated the learning activities in School S. There were four intermediary factors between the subjects and objects. Results also showed four interaction pathways within the school as a PLC, namely subject-tools-object, subject-rules-object, subject-community-object, and subject-division of labor-object. These findings indicate that a teacher PLC is a self-organizing learning activity system. The operation of PLCs has realized the transformation from a top-down model and bottom-up model to a middle-up-down interaction model in the school, thus stimulating organizational vitality and promoting organizational knowledge creation.

Keywords: teacher PLC; activity theory; interactive process; mainland China

摘要

在活動理論視角下，本研究探究了學校作為教師專業學習社群，其內部各要素的互動過程，並分析了教師專業學習社群內部互動路徑與學校變革之間的關係。本研究歷時三年半，以中國西部一所私立中學為質性個案，採用了半結構式訪談、課堂觀察、實地文件等方法收集研究資料。研究結果顯示，教師身為主體要素在專業社群內部互動中發揮主體作用，目標是實現教師知識的更新和學校組織知識的建構。學校作為專業學習社群，其內部主體與客體之間有四條互動路徑，分別是「主體—工具—客體」、「主體—規則—客體」、「主體—社群—客體」和「主體—分工—客體」。研究還發現教師專業學習社群是一個自組織的學習活動系統，其內部各要素之間的良性互動實現了從自上而下模式、自下而上模式到中上下模式的轉變，從而增進組織活力和組織知識創新。

關鍵詞：教師專業學習社群；活動理論；互動過程；中國大陸

摘要

本研究採用混合研究方法，探討中國內地中小學三種不同的校長領導類型（即分布式領導、轉變型領導和教學型領導）對教師專業學習社群產生的影響。研究向173位中小學校長進行問卷調查，發現三種領導均對教師專業學習社群產生了顯著的正向影響，其中分布式領導對教師專業學習社群的促進作用明顯大於轉變型領導和教學型領導。研究通過進一步的質性訪談，解釋三種校長領導類型影響教師專業學習社群的具體體現。文章就如何通過校長領導改進教師專業學習社群實踐，以及未來研究方向提出了建議。

關鍵詞：分布式領導；轉變型領導；教學型領導；專業學習社群

Abstract

This mixed-method study explored the influences of three leadership styles (i.e., distributed leadership, transformational leadership, and instructional leadership) on professional learning communities (PLCs) in mainland China. A questionnaire survey was administered to 173 principals to examine the effect of the three leadership styles on PLCs. Results showed that all the three leadership styles had significant and positive effects on PLCs, and the effect of distributed leadership was larger than the effects of transformational leadership and instructional leadership. Follow-up qualitative interviews with principals were conducted to explain how such effects took place. Practical implications of the findings for principals and suggestions for future research were discussed.

Keywords: distributed leadership; transformational leadership; instructional leadership; professional learning communities

摘要

本研究旨在了解當前國民中學校長創新領導、教師專業學習社群與教師教學創新表現的現況與關係。研究採用問卷調查，以台灣地區60所國民中學693位教師為樣本，運用描述性統計、積差相關與結構方程模式等進行統計分析。研究結果顯示：（1）校長創新領導、教師專業學習社群與教師教學創新表現的現況良好；（2）校長創新領導、教師專業學習社群與教師教學創新表現三者之間具有相關性，且三者關係模式適配度良好，具有顯著正向效果；（3）校長創新領導可透過整體教師專業學習社群的中介作用，間接正向影響教師教學創新表現，而對其有所助益。本文依據研究結果提出具體建議供教育行政機關、國民中學校長及後續相關研究參考，以提高學校創新經營效能。

關鍵詞：國民中學校長；創新領導；教師專業學習社群；教學創新表現

Abstract

This study aimed to explore the current situations and the relationships among innovative leadership by school principals, professional learning community of teachers, and innovative teaching performance of teachers in junior high schools in Taiwan. A questionnaire survey was adopted by sampling 693 teachers from 60 junior high schools in Taiwan. Statistical analyses were conducted, including descriptive statistics, product-moment correlation and structural equation modeling. The study found that: (a) the current situations of principals’ innovative leadership, teachers’ professional learning community, and teachers’ innovative teaching performance were good; (b) there were correlations among these three factors, and the relationship model fit for these three factors was good, displaying a significant and positive effect; (c) with the mediating effect of the entire professional learning community of teachers, innovative leadership by school principals had an indirect and positive impact on teachers’ innovative teaching performance. Based on the findings of this study, recommendations for educational administration authorities, principals of junior high schools, and future follow-up study were provided.

Keywords: junior high school principal; innovative leadership; teachers’ professional learning community; innovative teaching performance

摘要

本研究主要探討台灣國小教師績效責任領導、教師專業學習社群與學生學業樂觀間的關係。透過調查533位國小教師，以分析教師績效責任領導與教師專業學習社群對學生學業樂觀的直接影響，以及教師績效責任領導透過教師專業學習社群對學生學業樂觀的中介影響。經由相關分析和結構方程模式等統計方法，發現教師績效責任領導、教師專業學習社群與學生學業樂觀現況良好，三者有顯著正相關；教師績效責任領導、教師專業學習社群對學生學業樂觀有直接影響；教師績效責任領導亦會藉由教師專業學習社群對學生學業樂觀產生間接影響。本研究建議教師宜運用績效責任領導，促進教師專業學習社群，進而提升學生學業樂觀。

關鍵詞：教師績效責任領導；教師專業學習社群；學生學業樂觀

Abstract

This study aimed to explore the relationship among elementary school teachers’ accountability leadership, teachers’ professional learning community, and students’ academic optimism in Taiwan. It investigated 533 elementary school teachers to analyze the direct effects of teachers’ accountability leadership and teachers’ professional learning community on students’ academic optimism, and the mediating effect of teachers’ accountability leadership on students’ academic optimism through teachers’ professional learning community. This study adopted statistical methods such as correlation analysis and structural equation modeling. Results showed that the current situations of teachers’ accountability leadership, teachers’ professional learning community and students’ academic optimism are positive. Significantly positive correlations among them were found. Teachers’ accountability leadership and teachers’ professional learning community directly influenced students’ academic optimism; teachers’ accountability leadership indirectly influenced students’ academic optimism through teachers’ professional learning community. This study suggests that teachers should apply accountability leadership, enhance teachers’ professional learning community, and further upgrade students’ academic optimism.

Keywords: teachers’ accountability leadership; teachers’ professional learning community; students’ academic optimism

Abstract

The Online Education Assistance Project (OEAP) is an online collaborative teaching project. This research took the OEAP as a case and used qualitative research methods to analyze the conditions of the OEAP as a professional learning community (PLC), the important factors affecting the development and construction of the OEAP, and the significance of developing and building a PLC. It was found that teachers’ individual factors, working environment and students’ academic conditions were all important factors affecting the sustainable development and construction of PLC. In addition, the development and construction of PLC based on the OEAP not only promoted student learning, teacher professional development and school construction, but also provided reference for promoting the sharing of high-quality educational resources and regional education balance.

Keywords: teacher professional learning community; collaborative teaching; Online Education Assistance Project; teacher professional development

摘要

OEAP是一個在線教育援助項目。本研究以OEAP為個案，採用質性研究方法，分析了OEAP作為專業學習社群的條件，影響OEAP發展和建設的重要因素，以及發展和建設專業學習社群的重要性。研究發現，來自教師個人的內部因素以及工作環境和學生學業條件等外部因素，都在一定程度上影響專業學習社群的持續發展和建設。此外，依託OEAP組建的專業學習社群不僅可以促進學生學習、教師專業發展和學校改進，還對促進高質量教育資源共享和區域教育平衡具有一定的參考價值。

關鍵詞：教師專業學習社群；合作教學；在線教育援助項目；教師專業發展

摘要

本研究藉自助攝影和照片引談的方式，探討香港青年生命意義的來源（sources of meaning in life）。本文屬「香港青少年之追蹤研究」第四階段研究的一部分，訪問了47位年齡介乎23至24歲的年青人。研究團隊邀請受訪者選取三件「帶給你生命意義的事物」並拍照下來在訪談中分享，收回共136段相關敘述。研究團隊按受訪者在訪談中為相片提供的解說，整理出16項「生命意義來源」類別，最多受訪者提及的「生命意義來源」是「家人關係」、「朋輩關係」、「個人成就」和「旅行」。研究團隊又將這16項「生命意義來源」進一步歸納為「個人內在」、「人際」和「超越」三大範疇。這些分類提供具體而整全的框架，給我們理解香港年青人所看重的生命意義源自甚麼經驗和屬於哪些範疇。就方法學而言，本研究引入自助攝影和照片引談，突破並豐富了以往只是以文字、數字收集資料的限制，使我們能更立體地了解年青人如何尋索並建構他們的生命意義，對日後繼續發展出更多元的研究進路甚具啟發意義。

關鍵詞：生命意義來源；自助攝影；照片引談

Abstract

As part of the Longitudinal Study of Adolescents in Hong Kong (HKLSA, Phase 4), this study used “auto-photography” and “photo-elicitation” to explore local young adults’ sources of meaning in life. A total of 47 young adults aged between 23 and 24 were interviewed. Respondents were invited to pre-select three things that brought meaning to their life and share them with photos in the interviews. A total of 136 related narratives were collected. According to the elaborations provided by the respondents for the photos, the research team has identified 16 categories of “source of meaning in life.” The most popular “source of meaning in life” were “family relationship,” “peer relationship,” “personal achievement” and “travel.” These 16 “sources of meaning in life” could be further categorized into three dimensions: “intrapersonal,” “interpersonal,” and “transcendent.” This categorization has provided concrete and holistic frameworks for understanding how Hong Kong young adults articulated their meanings in life and the major categories of sources of meaning in life with their personal experiences. Methodologically speaking, this research introduced the approaches of auto-photography and photo-elicitation, which has enriched the exploration in this field by breaking through the limitations in collecting data with only words and numbers. Such an attempt has provided a more comprehensive understanding of how young people seek and construct their meanings in life and could inspire researchers to develop more diverse research approaches in related youth studies in the future.

Keywords: sources of meaning in life; auto-photography; photo-elicitation

摘要

「文化」曾為比較教育因素分析時期的重要概念，但進入社會科學解釋時期後，文化概念在比較教育領域中的轉變與發展至今未有全面的探討。事實上，自20世紀中期以降，許多文化取向研究途徑被運用於比較教育領域中。本文運用社會地圖學方法，探討文化概念與取向在比較教育領域中的轉變。本文發現，20世紀中期以前，比較教育的文化概念主要是一種整體性的再現，將文化視為影響教育的因素或動力之一；自20世紀下半葉以降，比較教育研究已擺脫傳統視文化為靜態、固定的觀點，轉而採取各種社會科學理論和方法探討文化的理念，主要可分為從70年代的「文化主義方法」、80年代以「文化人類學」為基礎的批判俗民誌，以及90年代至21世紀初的「全球文化」觀點。本研究可釐清文化取向的比較教育研究內涵，以及它在當代比較教育研究領域中的角色和地位，提供有關文化取向比較教育研究的觀點，以作未來比較教育研究的起點。

關鍵詞：比較教育；文化取向；文化主義方法；文化人類學；全球文化

Abstract

“Culture” was an important concept in the history of comparative education; however, after entering the “social science period,” the concept of “culture” in the field of comparative education has not been explored. In fact, since the mid-20th century, various cultural approaches have been applied in the field of comparative education research. This study utilized social cartography to draw the transformation of cultural approaches in comparative education. The study found that the cultural concept in comparative education before the middle of the 20th century was mainly holistic representation, which regarded culture as one of the factors or forces that affected education. Since the development in the second half of the 20th century, cultural approaches in comparative education got rid of the traditional view of culture as static and fixed, and turned to adopt various social science theories and methods for cultural ideas, which could be divided into “culturalist approach” in the 1970s, “cultural anthropology” in the 1980s, and the “global culture” perspective from the 1990s to the beginning of the 21st century. This study not only clarified the connotation of cultural approaches in comparative education and their roles and statuses in the field of comparative education, but also provided perspectives for comparative education research, offering the starting point for future research.

Keywords: comparative education; cultural approaches; culturalist approach; cultural anthropology; global culture

摘要

本研究嘗試整合社會心理學理論與決策理論觀點，從社會認知和情緒的角度，檢視雙重系統理論觀點。由於當前台灣仍缺乏完整探究偏差行為情緒的工具，因此本研究目的在於根據相關理論觀點，編製偏差行為情緒量表，提供信、效度證據，用作進一步檢視和修正雙重系統理論觀點的基礎。本研究以5,079位八年級學生為對象，以結構方程模式分析，檢視量表信、效度，以及理論變項間的共變關係和結構關係。研究發現：（1）偏差行為情緒量表具有良好的信、效度；（2）雙重系統理論觀點應擴充為三重系統理論模式，包含認知促進因素、情緒促進因素和認知抑制因素；（3）認知抑制因素不足以抵銷認知和情緒促進因素對偏差行為的推力，是導致偏差行為的主因；（4）所有因素中，逃避負向生活事件的認知評估和負向情緒，對偏差行為的出現具有最重要的影響。根據本研究發現，分別提出相關建議，供未來研究和教學實務參考。

關鍵詞：雙重系統理論；一般化緊張理論；偏差行為；社會控制理論；社會學習理論

Abstract

This study incorporated socio-psychological theory and decision-making theory to examine dual system theory from the viewpoints of social cognition and emotion. The main purpose of this study was to establish an emotion scale of juvenile deviant behaviors and provide evidence of reliability and validity as a basis for examining dual system theory. The participants were 5,079 eighth grader. The study adopted structural equation modeling to test the reliability and validity of the scale, and to examine the covariation and structural relationships among variables. Results showed that: (a) the emotion scale of juvenile deviant behaviors had good reliability and validity; (b) dual system theory should be extended as triple system theory, including cognition facilitator, emotional facilitator, and cognition inhibitor; (c) when cognition inhibitor was unable to offset the driving forces of cognition and emotional facilitators, it would cause juvenile deviant behaviors; (d) avoiding negative life events and negative emotion were the most influential factors of juvenile deviant behaviors. According to the results, suggestions for future research and practices were proposed.

Keywords: dual system theory; general strain theory; juvenile deviant behavior; social control theory; social learning theory

摘要

香港中學中國語文科由「文選型」範文教學，到「單元式」主題教學，再到結合主題和範文的教學，無論課程如何改革，篇章教學仍然是整個課程的核心，都是連繫學生的閱讀能力。一般篇章教學的模式，是從字詞句到段落到篇章，予人「見樹不見林」的教學觀感。篇章教學應該從層面上分析與語言有關的篇章。層面，即語法銜接層面、詞彙銜接層面和段落銜接層面。層面能夠銜接各項篇章成分，並起連貫作用。本文以系統功能語言學理論體系為研究方法，分析初中記敘文閱讀教學中篇章的照應、省略、替代、連接、重複、同義、上下義、局部和整體關係及搭配，落實篇章銜接與連貫的篇章意義。在篇章分析和教學中，強調語法銜接層面及詞彙銜接層面，把割斷了的語言化篇章教學化為連貫達意的作用。於此，本文提出教學導入的建議，以期語文教師思考引入銜接理論於閱讀教學之中。篇章的銜接分析，在現代記敘性篇章教學中優勢很明顯，惟在適用的學習階段及語體篇章上存在着局限。

關鍵詞：中國語文；閱讀教學；篇章教學；銜接理論；篇章語法

Abstract

In Hong Kong secondary schools, the Chinese texts were changed from prescribed texts model teaching to unit-based theme teaching, then to the combination of thematic and model text teaching. But no matter how the curriculum has reformed, texts teaching is still the core of the whole curriculum, which is closely linked to students’ reading abilities. The general teaching mode of texts progresses bottom-up from words to phrases to sentences to paragraphs to text, which can give a perception of “not seeing the wood for the trees.” Text teaching should analyze the linguistic features of a text in levels. Levels include the grammatical cohesion level, the lexical cohesion level, and the paragraph cohesion level. Levels can bridge the text elements and take a cohesive role. Based on systemic functional linguistic framework, this article analyzed the teaching of anaphora, ellipsis, substitution, conjunction, repetition, similarity, superordinate and hyponymy, part-whole relation and collocation in junior-form modern reading texts, and implemented the meaning of textual cohesion and coherence. In textual analysis and teaching, emphasizing the level of grammatical cohesion and lexical cohesion can cut off the teaching of language and separate text into the function of coherent expression. Therefore, this article put forward the suggestion of teaching induction, with a view to prompt Chinese language teachers to think about introducing cohesion theory into reading teaching. The cohesion analysis of texts has obvious advantages in modern narrative texts teaching, but there are limitations in its applicability to different learning stages and style texts.

Keywords: Chinese language; reading teaching; texts teaching; cohesion theory; textual grammar