Abstract

In the 21st century, financial literacy is an important survival skill. Empowering school children to make sensible financial decision-making has become essential. A financial competency framework (FCF) describes a set of essential financial competence (FC) elements that inform people with the financial knowledge, skills, attitudes, behaviors, and motivations to implement and assess their personal financial literacy, which is a solid means for coordinating financial education (FE) in schools. However, in Hong Kong, FE in schools is scattered across some subjects and insufficiently embeds the relevant FC elements listed in its FCF. Hence, this study first conducted a literature review on the importance of FE in schools and the use of FCF in school FE, and took Hong Kong as an illustrative example for reviewing the use of its FCF in the school curricula through curriculum mapping and suggested ways for advancing FE in schools. It was found that most FC elements are relevantly well mapped with various learning themes or subjects especially for the Self and Society learning theme in kindergarten, General Studies in primary subject, and four secondary subjects, including Life and Society, Technology Education, Life Planning Education and Career Guidance, and Business, Accounting and Financial Studies. These FC elements can be further coordinated with a school implementation guide, teacher training plan, and assessment tools to advance the FE in Hong Kong.

Keywords: financial literacy; financial competence framework; financial education; school curriculum; curriculum mapping

摘要

理財（金融）素養是21世紀的一項重要生存技能，賦予學童作出明智財務決策的能力已變得至關重要。財務能力框架描述了一系列基本的財務能力要素，使人們具備財務知識、技能、態度、行為和動機，以實施和評估個人的理財（金融）素養，這亦是學校協調統整理財教育的可靠參考方法。然而，香港的學校理財教育分散在某些科目中，並沒有充分引入香港財務能力框架中的財務能力元素。因此，本研究首先對學校理財教育的重要性以及財務能力框架在學校理財教育中的使用進行了文獻回顧，並以香港為例，通過對照學校課程地圖方式來審查其財務能力框架在學校課程中的使用，最後提出建議，以此推進學校理財教育。研究發現，大多數財務能力元素都與香港學校課程的各種學習主題或科目很好地對應起來，尤其是幼稚園的「個人與群體」學習主題、小學的「常識科」，以及四門中學科目，包括「生活與社會」、「科技教育」、「生涯規劃與事業輔導」、「企業、會計與財務概論」。這些財務能力元素可以進一步與學校實施指南、教師培訓計劃和評估工具相協調，以推進香港的理財教育。

關鍵詞：理財（金融）素養；理財能力框架；理財教育；學校課程；學校課程地圖

摘要

自2015年始，在香港的高等院校，學生學業評估由常模參照評估轉為標準參照評估。評估方式的轉變需要教師打破以往的評分習慣，對他們有一定挑戰。在標準參照評估實施初期，教師評分有兩個特點：一是評分依然受到常模評估方式影響，二是評分自主權有所提升。教師是否保留常模參照評分取決於院系能否就評估標準的使用和闡釋提供足夠的評分交流，以及院系對評估結果所採取的問責方式；教師對評分自主的要求則是標準參照評估本身的精神和教師對學術自由的捍衞所共同決定。要幫助教師更好地過渡至一種新的評估方式，需要關注學校問責、院系支持、教師學術自由三個層面並作反思。

關鍵詞：標準參照評估；問責；評分過程；評分自主權；學術自由

Abstract

Since 2015, student assessment has been transferred from norm-referencing to criterion-referencing in all public universities of Hong Kong. During the transitional period, teachers have to face lots of challenges such as adapting to the new assessment and changing the previous grading habits. This study revealed two characteristics of grading behavior existing in the transitional period. On the one hand, grading has been greatly affected by the pattern of norm-referencing; on the other hand, demands for grading autonomy have increased comparing to the time when norm-referenced assessment was used. Whether teachers would go back to seek for the guide of norm-referencing is primarily depended on how the institution supervises the results of grades as well as whether adequate communications are created between department and teachers. Meanwhile, demands of grading autonomy are inspired by the spirit of criterion-referenced assessment as well as the desire for defending academic freedom from teachers. The study suggested that to facilitate the change of assessment and to better implement criterion-referenced assessment, supports, cooperation and reflections from different spheres of organizations and agencies (including the administration) are necessary, as well as its considerations on the grade accountability, resources and grading communication opportunities provided by departments, and the deep understanding of academic freedom from individual teachers.

Keywords: criterion-referenced assessment; accountability; grading process; grading autonomy; academic freedom

Abstract

The research on physical literacy has been deeply rooted in groups of children and adolescents. Investigation of the significant others of students such as teachers, coaches, and parents is warranted. A series of continuing professional development promoting physical literacy had been delivered in Hong Kong and Taiwan; however, this concept was ignored in physical education (PE) teacher education, which is also an environment to develop PE teaching efficacy. The purpose of this qualitative study was to further explore the relationship between physical literacy and PE teaching efficacy specific to the context of PE teacher education. Data were collected through eight individual and two focus group interviews, and analyzed by grounded theory techniques and procedures using ATLAS.ti software. The themes of physical literacy, PE teaching efficacy, and courses in PE teacher education were found. The participants’ experience of physical activities was reinforced during the teacher training. Additionally, the authentic teaching experiences of supervised teaching practice and professional courses of the PE curriculum design and class management could positively affect their PE teaching efficacy. A framework for advocating physical literacy in the future teacher preparation program is needed.

Keywords: physical literacy; teaching efficacy; teacher education; qualitative study

摘要

身體素養的研究已經深深植根於兒童和青少年群組，其重要他人（例如教師、教練和家長）亦需要進行相關調查。香港和台灣已進行一系列促進身體素養的體育教師持續專業發展，但這一概念在建立教學效能的體育教師教育環境中仍被忽視。本質性研究的目的是進一步探討體育教師教育環境下的身體素養與教學效能之間的關係。通過八個個人訪談和兩個焦點小組訪談收集數據，並運用ATLAS.ti軟件進行紮根理論技術和程序的分析，結果找到身體素養、教學效能和體育教師教育課程的主題。在準教師培訓期間，參與者的體力活動體驗得到了鞏固。此外，教學實習的真實經驗和體育課程設計及課堂管理的專業課程會對準體育老師的教學效能產生積極影響，而未來的教師教育亦需要一個倡導身體素養的框架。

關鍵詞：身體素養；教學效能；教師教育；質性研究

摘要

梳理美國、英國、澳大利亞、新加坡等國家學前課程綱要和多國學前項目研究資料發現，強調遊戲應促進幼兒學術層面學習和入學準備已成為近年來全球學前教育廣泛關注的議題，而自由遊戲受到質疑。由此，引發幼兒教育實踐在「放任幼兒自主」還是「強化成人說教」兩個極端搖擺不定。不同國家倡導的「引導／指導遊戲」等做法在調節兩個極端傾向之間發揮了平衡作用，但同時「幼兒自主」和「成人說教」卻被看作對立而遭到否定。本文採用文獻剖析和理論探究方法，從「符號表徵」和「文化工具」或「象徵符號」傳承的視角，分析幼兒教育實踐中的一些典型案例後發現：當孩子們主導的遊戲活動在低水準狀態徘徊時，成人兼備說教、引導和指導的多重角色；當孩子們的感知經驗需要詮釋和當孩子們學習學術性知識時，成人說教的地位突顯。因此，用符號理論視角分析兩種極端傾向得出不同解釋：「幼兒自主」和「成人說教」彼此相容、相得益彰。

關鍵詞：符號理論；幼兒自主；成人說教

Abstract

This article reviewed early childhood curriculum guidelines from the U.S., England, Australia, Singapore, and other countries, as well as research findings of worldwide childhood education projects. Obviously, a focus of global concern in recent years has been the emphasis that play should promote children’s academic learning and school preparation. Free play, however, has also been under attack. The early childhood education practice swung between the two extremes of “giving children more free play — autonomy” or “enhancing adult’s role — didactic instruction.” The “guided/directed play” advocated by different countries has helped balance the tendencies of the two extremes. Still, at the same time, “child autonomy” and “adult-didactic instruction” are considered as opposing and undesirable. This article used an in-depth analysis of the literature on the related theories. From the perspectives derived from “symbolic representation,” “cultural tool,” or “symbols,” the article analyzed some typical practices in preschool education, suggesting that when the children-led play takes place at a low level, teachers play multiple roles, including giving didactic instruction and guidance. Adult-didactic instruction becomes prominent when children’s perceptual experience has to be interpreted meaningfully or when they are learning academic knowledge. Therefore, there are different explanations from symbolic theory for the two extremes. “Child autonomy” and “adult-didactic instruction” are compatible and complement each other.

Keywords: symbolic theory; child autonomy; adult-didactic instruction

Abstract

Caring relationships between students and teachers in schools are essential to social, emotional, and cognitive development, but quantitative measures of these relationships have been limited by inadequate or incomplete articulation of underlying theoretical frameworks. The purpose of this study was to develop a theoretically strong and psychometrically sound survey instrument to investigate student-teacher caring relationship in educational settings. This article describes the development of a new instrument, the Caring Relationship Survey — Student and Teacher Versions, based on Nel Noddings’s conception of care. The survey items assess different aspects of Noddings’s conceptual framework, with four sub-constructs of care: Engrossment, Motivational Displacement, Reciprocity, and Attribution of Best Motive Consonant with Reality. Item development included expert reviews and cognitive interviews with teachers and students. Survey responses were then obtained from 772 students and 629 teachers. The full sample was randomly divided in half for sequential exploratory and confirmatory factor analyses (EFA and CFA). EFA with the first subsample informed refinement of item composites, and then CFA with the second subsample compared four hypothesized measurement models. Consistent with Noddings’s perspective, results confirm multiple dimensions of both students’ and teachers’ perspectives on care but with one more dimension of care than theorized by Noddings. The estimated Cronbach’s alphas range between .68–.83 for the five sub-constructs. Further studies of the instrument using more geographically and culturally diverse samples will inform understanding of the instrument’s external validity.

Keywords: survey development; ethic of care; student-teacher relationships, social-emotional learning

摘要

師生關懷關係對於學生的社交情緒和認知技能發展有着舉足輕重的角色，但用於了解師生關懷關係的量化研究經常受限於理論框架的表述不完整，導致關懷關係淪為空泛的詞彙。本研究的主要目的是開發根據完整理論背景並合乎心理計量學檢視的師生關懷關係量表。依據Nel Noddings關懷倫理學中的關懷現象，完整界定了校園內的師生關懷關係，其四個子構念包含：全神貫注、動機置換、互惠關係、歸因於與現實相輔相成的最佳動機。本研究共收回772名學生和629名老師的問卷，把老師和學生的問卷個別隨機分為兩組子樣本進行分析。使用探索性因子分析進行題目的刪減並了解項目組成，而後使用驗證性因子分析檢視四個假設的測量模型。結果顯示，與Nel Noddings的觀點相似，關懷關係包含多個維度。子構念的Cronbach’s alphas介於 .68–.83 之間，視為可接受的信度範圍。此量表提供了一個以理論背景為基礎並同時考量學生和教師觀點的量表。後續需於更多不同的文化和區域施測，以進一步了解此問卷的外部效度。

關鍵詞：量表發展；關懷倫理學；師生關係；社交情緒學習

Abstract

Caring relationships between students and teachers in schools are essential to social, emotional, and cognitive development, but quantitative measures of these relationships have been limited by inadequate or incomplete articulation of underlying theoretical frameworks. The purpose of this study was to develop a theoretically strong and psychometrically sound survey instrument to investigate student-teacher caring relationship in educational settings. This article describes the development of a new instrument, the Caring Relationship Survey — Student and Teacher Versions, based on Nel Noddings’s conception of care. The survey items assess different aspects of Noddings’s conceptual framework, with four sub-constructs of care: Engrossment, Motivational Displacement, Reciprocity, and Attribution of Best Motive Consonant with Reality. Item development included expert reviews and cognitive interviews with teachers and students. Survey responses were then obtained from 772 students and 629 teachers. The full sample was randomly divided in half for sequential exploratory and confirmatory factor analyses (EFA and CFA). EFA with the first subsample informed refinement of item composites, and then CFA with the second subsample compared four hypothesized measurement models. Consistent with Noddings’s perspective, results confirm multiple dimensions of both students’ and teachers’ perspectives on care but with one more dimension of care than theorized by Noddings. The estimated Cronbach’s alphas range between .68–.83 for the five sub-constructs. Further studies of the instrument using more geographically and culturally diverse samples will inform understanding of the instrument’s external validity.

Keywords: survey development; ethic of care; student-teacher relationships, social-emotional learning

摘要

師生關懷關係對於學生的社交情緒和認知技能發展有着舉足輕重的角色，但用於了解師生關懷關係的量化研究經常受限於理論框架的表述不完整，導致關懷關係淪為空泛的詞彙。本研究的主要目的是開發根據完整理論背景並合乎心理計量學檢視的師生關懷關係量表。依據Nel Noddings關懷倫理學中的關懷現象，完整界定了校園內的師生關懷關係，其四個子構念包含：全神貫注、動機置換、互惠關係、歸因於與現實相輔相成的最佳動機。本研究共收回772名學生和629名老師的問卷，把老師和學生的問卷個別隨機分為兩組子樣本進行分析。使用探索性因子分析進行題目的刪減並了解項目組成，而後使用驗證性因子分析檢視四個假設的測量模型。結果顯示，與Nel Noddings的觀點相似，關懷關係包含多個維度。子構念的Cronbach’s alphas介於 .68–.83 之間，視為可接受的信度範圍。此量表提供了一個以理論背景為基礎並同時考量學生和教師觀點的量表。後續需於更多不同的文化和區域施測，以進一步了解此問卷的外部效度。

關鍵詞：量表發展；關懷倫理學；師生關係；社交情緒學習

Abstract

This study aimed to explore the effects of a playful strength-based career counseling on career adaptabilities and career coping strategies of Taiwan college students. The researcher adopted three playful modes of Six Bricks, Play Box and LEGO® SERIOUS PLAY®, and took strengths as the core strategy to construct a playful strength-based career counseling. The participants consisted of 60 Taiwan college students. The experimental group received a 12-hour playful strength-based career counseling; the control group joined in a 12-hour positive psychology course. The two groups were compared on their scores on the “Career Adapt-Abilities Scale” and “Career Stress Coping Scale” one day and one month after the last session. Data were analyzed by ANCOVA. Besides, the researcher collected the text data of learning logs to explore the connotation of change by content analysis method. The results showed that the playful strength-based career counseling had immediate effects on career concern, career control, career curiosity, problem-focused coping, and had delayed effects on career control, career curiosity, problem-focused coping. There was no significant difference in emotion-focused coping. Qualitative analysis showed that the playful strength-based career counseling had a positive effect on promoting career thinking, positive emotions, and career actions.

Keywords: playful; strength-based; career counseling; career adaptabilities; career stress coping

摘要

本研究旨在探究樂玩取向優勢職涯輔導對台灣大學生生涯適應與生涯壓力因應的效果。研究者運用六色積木、遊玩箱和樂高認真玩三種不同樂玩模式，以優勢為核心的策略，建構樂玩取向優勢職涯輔導方案。研究對象為60名台灣的大學生，實驗組實施12小時樂玩取向優勢職涯輔導，對照組施予12小時正向心理課程。比較兩組在實驗結束一天後和一個月後，在生涯調適量表與生涯壓力因應量表得分的差異。另外，研究者蒐集實驗組的學習日誌，以內容分析法來探究改變內涵。研究結果發現樂玩取向優勢職涯輔導對於生涯關注、生涯控制、生涯好奇、積極問題焦點因應具有立即效果；對於生涯控制、生涯好奇、積極問題焦點因應具有延宕效果，在積極情緒焦點因應則未達顯著差異。質性分析結果顯示，樂玩取向優勢職涯輔導具有促進生涯思維、正向情緒、生涯行動的正向效應。

關鍵詞：樂玩取向；優勢本位；職涯輔導；生涯適應；生涯壓力因應