Abstract

While Hong Kong students excel at international tests in mathematics, they do not display corresponding attitudes toward mathematics learning. This study examined 10 Hong Kong Secondary 6 students’ perceptions of learning mathematics (experiential curriculum) and their perceived factors that limited the development of students’ positive attitudes toward mathematics learning in the New Senior Secondary mathematics curriculum by content analysis of their responses in the interviews. Although the participants in this study expected to learn mathematics by “conceptual learning” and the authentic applications of mathematics, they experienced rote-and-drilling-dominated learning approaches in mathematics education, which had succeeded in developing their numerical senses and problem-solving skills but failed to develop their sense of creativity and positive attitudes toward mathematics. The practical mentality and the examination-oriented culture in Hong Kong were the perceived factors that caused such situations.

Keywords: examination-oriented culture; marketization of education; students’ attitudes toward mathematics

摘要

香港學生於不同的國際數學評測中都表現優越，但他們對學習數學並未展現出相應的態度。本研究探討10名香港中六學生對學習數學的看法。研究員對學生的訪問回應進行了內容分析，從中了解阻礙學生發展出對學習高中數學課程的良好態度的因素。學生雖然期望能透過概念學習和應用數學於日常環境來學習數學，但他們總是經歷死記硬背及不斷操練的方式來學習。此方式或許能有效發展學生的數感和解難能力，但未能幫助他們建立創意和良好的數學態度。務實心態和應試文化是學生最重視的因素。

關鍵詞：應試文化；教育市場化；學生數學態度

Abstract

Drawing-based methods are one of well-regarded alternative approaches to the study of teacher beliefs. However, they are seldom used to study mathematics teachers’ beliefs. As such, this study aimed to investigate 90 Taiwanese pre-service primary teachers’ beliefs about mathematics teaching and learning using a drawing task, specifically creating pictures of themselves as mathematics teachers at work and writing explanations of the content of those drawings. Data were analyzed via a scoring scheme and a coding framework revised from previous studies. The study found that: (a) the participants’ drawings mainly represented a mix of traditional and constructivist beliefs, with rare uses of technology and manipulatives; (b) around 30% of the drawings presented teachers or students as having positive emotions or attitudes toward mathematics teaching and learning, while around 15% depicted negative student behaviors; (c) because the participants could have used a few figures to represent more, the number of students drawn per picture (M = 11.1) might not have any specific meaning, but might reflect their ideals about class size; (d) participants with different levels of educational degrees and different attitudes toward mathematics seem to have revealed differing beliefs about mathematics teaching; (e) these results imply that these pre-service teachers held somewhat less traditional beliefs than stereotypes of the younger generation of teachers tend to suggest. Practical implications and suggestions for follow-up studies were also discussed.

Keywords: beliefs; drawing; mathematics; pre-service teachers; teacher education

摘要

繪圖取向的方法被認為是研究教師信念的一種良好另類方式。然而，這種方法較少應用在數學教師上。有鑑於此，本研究目的在於透過繪圖任務，調查90位國小職前教師關於數學教學的信念。本研究的繪圖任務要求受試者想像他們正在學校課堂中教授數學，繪畫當時的情景，並使用文字輔助說明圖片中的內容。研究者參考先前文獻編制本研究的繪圖分析架構，分析資料後呈現五個重要結果：（1）本研究職前教師的信念繪圖以混合傳統和建構的信念為主，其中科技或教具的使用並不常見；（2）大約有30%的繪圖呈現教師或學生的正向情緒或態度，另有約15%的繪圖則呈現學生的負向行為；（3）繪圖中的學生人數平均為11.1人；據事後追問，繪圖裏學生人數的多寡可能是以少喻多、理想值或無意義；（4）職前教師的學歷或對數學的態度似乎影響其繪圖所呈現的信念類型；（5）整體而言，本研究的職前教師多數呈現混合的信念，與文獻中強調職前教師多為傳統信念的結果有別。本研究亦提出對教學的啟示，以及未來研究的建議。

關鍵詞：信念；繪圖；數學；職前教師；師資培育

摘要

本研究設計數學乘法任務，將乘法相關數學語言融入課室話語實踐的行動，探討學生對乘法任務的解題表現。研究者首先分析和整理現行教科書乘法單元內容的異同，設計結合生活情境的乘法文字題，採用話語實踐方式教學，蒐集學生資料，包含現場教學的錄影、學生記錄的學習單、教師的教學省思等文件，了解學生在乘法任務解題的表現。研究發現和結論為：（1）教科書內容涵蓋乘法相關類型任務與數學語言，提供學生乘法概念的思維並發展解題策略；（2）學生在乘法任務「先乘再加減」的解題表現多元但列式易錯誤，透過話語實踐能辨識任務特徵；而「先加減再乘」教學後的解題表現流暢且正確率高，能充分理解題意並以完整句子描述想法；（3）透過OGAP乘法級數「先乘再加減」的任務結合話語實踐可協助學生了解「倍」、「剩下」、「不足」、「超過」、「幾倍多多少」或「幾倍少多少」的數學語言和詞彙；而「先加減再乘」的任務可強化學生解題策略的應用和運算能力的流暢度。

關鍵詞：乘法；數學話語；解題

Abstract

This study explored students’ performance in solving multiplication problems by designing mathematics text problem tasks and integrating multiplication-related mathematics discourse into teaching activities. Teachers used discourse to guide students in problem solving. The researcher first analyzed and sorted out the similarities and differences in the contents of multiplication units in the current three editions of textbooks, and then designed multiplication text problems that combined life situations and used discourse to teach. Data collected included on-site teaching videos, students’ worksheets, teachers’ teaching reflections and other documents to understand the performance of students in solving multiplication tasks. The findings were: (a) the contents of textbooks covered multiplication-related types of problems and mathematical discourse activities, providing students with the concept of multiplication and developing their problem-solving strategies; (b) students’ performance of “multiply-then-add-and-subtract” tasks was diverse, easy to make mistakes, but able to identify characteristics of the problem through discourse communication; furthermore, after instructing “add-and-subtract-then-multiply” tasks, students had fluent and accurate performance, and were able to understand the meaning of the problem and express ideas in complete sentences; (c) through the OGAP multiplication series task of “multiply-then-add-and-subtract” combined with discourse practices, students could understand “times,” “remaining,” “insufficient,” “exceeding,” “how many times more” or “how many times less” (mathematical language and vocabulary); the task of “add-and-subtract-then-multiply” strengthened students’ application of problem-solving strategies and fluency in calculation skills.

Keywords: multiplication; mathematical discourse; problem solving

摘要

特殊幼兒入讀小學之際，課業學習的預備能力始終是家長感到焦慮的課題。本研究以台灣特殊教育長期追蹤資料庫（SNELS）進行次級資料分析，針對普通班937名五歲特殊幼兒，探討其學業準備能力的相關因素，進一步控制幼兒個人因素，探究家庭背景變項和學校環境變項對學業準備能力的影響。以皮爾遜積差相關、單因子變異數分析及階層迴歸分析進行各項統計考驗，研究結果如下：（1）接受融合教育的五歲特殊幼兒的學業準備能力因障礙類別、家長教育程度和家庭社經地位不同呈現顯著差異，而其學業準備能力亦與幼兒障礙影響程度、家長參與、學前教育經驗、教師教學專業能力和同儕關係顯著相關；（2）控制幼兒個人背景變項後，學業準備能力的有效預測因子包括家長參與、家長教育程度、學前教育經驗、教師教學專業能力和同儕關係，其中以同儕關係的預測力最高。

關鍵詞：特殊幼兒；學業準備能力；特殊教育長期追蹤資料庫

Abstract

This study aimed to examine the factors associated with academic readiness of children with special needs at age 5 in inclusive education settings and furthermore, to explore the predicting factors of academic readiness when controlling individual background variables of gender, disability categories and impact of disabilities. The data from “Special Needs Education Longitudinal Study” (SNELS) of 2009 were analyzed and processed through statistical methods, including one-way ANOVA, Pearson correlation and hierarchical regression. The study found that: (a) there are significant differences in academic readiness among children with special needs due to their disability categories, parental education level, and family socioeconomic status; besides, impact of disabilities, parental participation, preschool education experiences, teacher’s teaching competence, and peer relationships are significantly related to academic readiness of children with special needs as well; (b) as children’s individual variables were controlled, parental participation, parental education level, preschool education experiences, teachers’ teaching competence, and peer relationships are the effective predictors of academic readiness of children with special needs, especially peer relationships.

Keywords: young children with special needs; academic readiness; Special Needs Education Longitudinal Study (SNELS)

摘要

本研究目的在探討對話式閱讀（dialogic reading, DR）教學對於提升發展遲緩幼兒語言表達和語言理解的成效。研究對象為三名安置於普通班的發展遲緩幼兒，採單一受試法的多重處理設計（A-B-C-B-C-M），於十週介入期裏交互進行每周兩次、每次30分鐘的一般閱讀教學和對話式閱讀教學活動。研究於前、中、後期運用「華語兒童理解與表達詞彙測驗」和「個別化教育計畫語言領域檢核表」檢視幼兒語言能力的變化，並訪談幼兒班級教師和家長，了解在不同情境當中語言能力的表現，以作社會效度檢核的依據。研究發現如下：（1）DR教學能促進發展遲緩幼兒語言表現的成長；（2）DR教學對發展遲緩幼兒於整體語言表現中，具有即時成效和保留成效，但維持成效不穩定；（3）在跨情境的環境中，發展遲緩幼兒會因環境因素、注意力、氣質等因素影響，對於DR教學介入有不同的教學反應。最後依據研究結論，對實務和未來研究提出相關建議。

關鍵詞：對話式閱讀；發展遲緩；語言表達

Abstract

This study examined whether and to what extent dialogic reading (DR) can improve the language expression and comprehension abilities of children with developmental delays through a single-subject A-B-C-B-C-M multiple-treatment design. The effects of DR were evaluated based on the participants’ results on the Receptive and Expressive Vocabulary Test (REVT) and the language assessment checklist of the Individualized Education Program. The participants’ performance was evaluated in terms of percentile change in REVT scores and through visual analysis. The results were strengthened by conducting interviews with the participants’ parents and teachers — a form of social validity — regarding changes in the participants’ language expression and comprehension abilities after the intervention. The findings are as follows: (1) DR improved the language performance of children with developmental delays; (2) the effects of DR were both immediate and sustained but not long-lasting; and (3) differences in environment, attention span, and temperament among the children affected performance. This article also provided suggestions on practice and future research.

Keywords: dialogic reading; developmental delay; language expression

摘要

本研究旨在探討體感式遊戲行動學習系統對學習成就和生態旅遊態度的影響，設計了6套具教學意義的體感式遊戲（sensing game），結合智慧型手機以簡單手勢動作取代傳統按鍵操控的互動模式進行學習。本研究採準實驗研究設計，隨機選取新竹市某公立大學大學部30名學生為樣本，按前測成績將30名實驗者作異質分組，以6人為1組共5組，於新竹市17公里海岸線地區進行海洋生態學習。研究結果顯示，學生對於海岸生態相關知識原有許多不解和迷思，經由學習系統進行教學後，成績有顯著的進步，有助學生學習海岸生態知識。從生態旅遊問卷分析可以得知，藉由學習系統亦能夠引起學生觀察和探索海岸生態的興趣。

關鍵詞：體感式遊戲；行動學習；合作學習；海岸生態

Abstract

With the rapid development of information technologies, which are widely used in science and education, mobile-based learning becomes the major trend of teaching and learning strategies for improving the quality of education. This study employed smart phones of Android platform, built-in 4G wireless networks, global satellite positioning system, and G-Sensor technology for constructing the motion sensing online game-based learning environment. Six sensing games with the impact meaning of environmental protection were proposed for students’ context-aware exploring and learning. A total of 30 students participated this experiment. They were arranged into 5 heterogeneous groups and explored the “Hsinchu coast of seventeen kilometers” with mobile devices. Each motion-sensing game was triggered by student’s gestures. Each game required students to cooperate with group members for learning the major knowledge and relation between these environmental protection issues. Results indicated that performance and motivation of learning were both improved. Furthermore, learners were immersed in the motion-sensing games and learnt the knowledge and impact between each environmental protection issue.

Keywords: sensing game; mobile learning; cooperative learning; coastal ecosystems

Abstract

Through the lens of Andy Hargreaves’s theoretical framework of emotional geographies, this article endeavors to investigate headteachers’ perspectives of their interactions with parents in Taiwan. By employing qualitative interviews with primary headteachers, the research found that headteachers’ emotional distances from parents were related to parents’ sociocultural backgrounds, headteachers’ sense of moral purposes, headteachers’ concepts of professionalism, headteachers’ behavior of political pretense, and the frequency to interact with parents. Five themes that emerged in the data were examined: (a) perceptions of headteachers toward parent backgrounds that were socioculturally stereotyped; (b) headteachers’ viewpoints of moral purpose and their perspectives of caring for children that influenced how they interacted with parents and interpreted these interactions; (c) headteachers’ sense of professionalism that was essentially influenced by parents’ viewpoints of professional identity; (d) emotional masking for headteachers that was adopted to face parents’ criticism or unreasonable requirements; (e) parents’ willingness and abilities to participate in and around the school that could get physical closeness with headteachers. The article provides suggestions for practice.

Keywords: emotional geographies; parent participation; professionalism; moral purpose; emotional masking

摘要

本研究以Andy Hargreaves的情緒地理理論架構，探究台灣國小校長對家長參與學校教育的觀點。透過與國小校長的質性訪談，本研究發現，校長和家長之間的情緒距離受到家長社會文化地位、校長自身的道德目的、校長所抱持的專業主義立場、校長是否政治偽裝，以及和家長互動的頻率相關。從質性資料中發現五個主題：（1）校長看待家長社會文化背景存在刻板印象；（2）校長的道德目的和對孩童關切的想法會影響與家長的互動關係；（3）校長的專業主義立場同樣影響家長專業認同的看法；（4）當面對家長批評或不合理要求時，校長採取情緒偽裝；（5）家長有意願和有能力參與學校事務，易拉近和校長的物理距離。最後，本文提出一些實務建言。

關鍵詞：情緒地理；家長參與；專業主義；道德目的；情緒偽裝

Abstract

Despite the introduction of the Guidelines on Sex Education in Schools (the Guidelines) as early as in 1997, the implementation of sex education across schools in Hong Kong remained ineffective and even stagnant in the last two decades. Although the government argues that the Guidelines are only for reference, many schools rely on it heavily when designing their own sex education curriculum. Nonetheless, the contextualization of the Guidelines reveals a series of tensions and challenges associated with the school-based development of sex education in Hong Kong. Therefore, with the employment of qualitative documentary analysis, this article aims to contribute to the field by undergoing a critical analysis of the Guidelines as well as other publications related to sex education in Hong Kong and around the world, followed by elaborating on how to fully implement it in a way that could address the challenges arisen from the latest digital media technology, lack of holistic and coherent curriculum planning and design, the paternalistic and top-down learning and teaching approach, insufficient interdisciplinary collaboration, poor or lack of curriculum renewal and evaluation design, and inadequate professional development of teachers. After all, the successful delivery of a comprehensive and competent sex education requires coherent and systematic planning and structuring from the bottom-up, middle-out, and top-down dimensions within a school, which refers to classroom students, frontline teachers, and school curriculum.

Keywords: sex education; civic and moral education; educational policies; curriculum studies; Hong Kong

摘要

儘管香港早於1997年已推出《學校性教育指引》（下稱《指引》），但過去二十年間，香港學校實施性教育的效果可謂欠佳，甚至停滯不前。雖然政府認為《指引》僅供學校參考，但許多學校在設計各自的性教育課程時非常依賴《指引》。儘管如此，《指引》的處境化揭示了香港以學校為基礎的性教育發展所帶來的對立和挑戰。因此，本研究運用定性文獻分析，對《指引》和香港及世界各地與性教育有關的其他刊物進行批判分析，以期為該領域作出貢獻，然後詳細闡述如何全面實施性教育，以應對數字媒體技術興起、整體和連貫的課程規劃和設計缺乏、家長式和自上而下的學與教方法、跨學科協作不足、課程更新不足或缺乏、教師專業發展不足等挑戰。畢竟，成功實施全面和有效的性教育需要在學校內從下而上、從內到外、自上而下的維度（即學生、教師和課程）進行連貫且具系統的計畫和構建。

關鍵詞：性教育；德育及公民教育；教育政策；課程研究；香港

摘要

澳門的學校歷史教育近年成為了政府施政上的一個重要「行動領域」。它旨在重塑「國家」的觀念和認知，以至國民身分的重構。本研究從福柯（Michel Foucault）的治理術角度出發，檢視回歸後歷年的政府施政報告、相關教育法律和法規，以探究學校歷史教育的行動領域如何形成，以及歷史教育採用了哪些治理術。研究發現：

一、歷史教育行動領域的形成條件如下：

• 它具有合法和合理性，以「一國兩制」為核心，以中華文化為共同價值；

• 它回應了因政治回歸而形成的「人口」管治的需要；

• 它通過「政治經濟」的管治意向，以「和諧社會」論述凝聚社會共識；

• 它是一種「擴充式」的公民培育。

二、歷史教育的管治技術體現於：

• 透過正規與非正規課程，以知性和感性的技術推進；

• 在政策上採取了時間和空間的分配藝術，以便有效檢視歷史教育工作的進程；

• 延長免費教育的政策令歷史教育對學生發揮更大影響；

• 《本地學制正規教育課程框架》、《本地學制正規教育基本學力要求》和教材的編寫令管治意向更細緻和準確地呈現。

關鍵詞：歷史教育；治理術；公民教育；澳門教育；教育政策

Abstract

Recently, history education in Macao schools has become an important “field of actions” within government policies. It aims to reshape the notion and cognition of the “country,” and reconstruct the national identity. Through the Foucauldian perspective of governmentality, this study reviewed the annual government policy addresses, the relevant educational laws and regulations since the political handover, in order to examine how the field of actions for history education in schools has been established, and what governmentalities have been used. The findings are as follows:

1. The conditions for forming the field of actions for history education have included the following:

   • It is sustained by legitimacy and rationality, with “one country, two systems” serving as its core, and Chinese culture as the shared values;

   • It responds to the need to govern the “population” since the political handover;

   • It develops social consensus under the discourse of a harmonious society through the government intention of “political economy”;

   • It is an “extended form” of citizenship cultivation.

2. The governmentalities of history education have been embodied in the following:

   • Formal and informal curricula exert influences both intellectually and affectively;

   • The art of allocating time and space at policy level effectively reviews the progress of work of history education;

   • The extension of free education allows history education to exert more influences on students;

   • The Curriculum Framework, the Basic Academic Attainments and textbook writing actualize the government intention more meticulously and accurately.

Keywords: history education; governmentality; civic education; Macao education; educational policy