摘要

本文將根據發展心理學的觀點及有關研究，對智慧之成長或發展，從量與質兩方面加以探討，全文計分四節。第一節將對智慧，智力與智能之涵義與概念加以詮釋；第二節對智慧之量與質的研究加以比較；第三節討論智慧之量的成長；第四節討論智慧之質的發展，此節主要內容在闡述皮亞諧（Jean Piaget, 1896–　）的學說。

Abstract

This paper consists of four sections. The first section clarifies the concept of intelligence, and the second one compares the quantitative and the qualitative approach to intelligence. The third one discusses its quantitative growth, while the last section deals with the qualitative development of intelligence, primarily interpreting Jean Piaget’s theory of cognitive development.

Abstract

The study is to investigate the social-class difference in associative (level I) ability and conceptual (level II) ability as defined by Arthur Jensen. A sample of 160 students was drawn from primary five classes of two selected schools as representatives of M-SES and L-SES groups which were classified in terms of residential and occupational criteria. The associative ability was measured by the Digit-span test (DS) while the conceptual ability, by Raven's Progressive Matrices (PM). The findings on DS test tended to support Jensen's theory but those on PM contradicted his results. The differential influences of genetic and environmental factors on intellectual development in social classes were discussed in connection with the findings. Jensen's hypothesis on the relationship between social class and the two-level model of ability was not supported by the present results.

Abstract

This study investigated the difference in self-concept between arts students and science students in Hong Kong secondary school. The Coopersmith Self Esteem Inventory (SEI) and the Michigan Self-Concept of Ability Scale (SCA), which were translated into Chinese with minor revision, were administered to a stratified random sample of 480 Form 4 students of both sexes in arts and science classes in six aided schools of various types. In favor of the science students, significant difference with t values was found in SCA scores in the old boys school, and in both SEI and SCA scores in (1) all six schools combined, (2)the two boys schools, (3) the two coeducational schools, (4) the new boys school, (5) the new girls school, and (6) the old coeducational school. Significant difference in both scores also existed between the students who were grouped as they had wished and those grouped against their wish in favor of the former, regardless of the class (arts or science) to which they were assigned.

摘要

這個研究是藉著比較加拿大和本港學校的行政組織，去求証亞斯頓大學（University of Aston）一些學者所提出的理論。

理論的作用在於結合學校的正式結構和非正式的運作情況，根據這個理論，學校大致可分為（一）官僚集中型。（二）官僚非集中型。（三）非官僚集中型，和（四）非官僚非集中型四類，在結構和運作上，各具特色。

研究發現兩地學校的正式組織和非正式組織，都有其獨特之處。作者認為這些異同，可能是由於些文化環境因素所做成，例如公開考試、經費來源，決策模式、科技上平、和教育理論，因此他認為學校組織與文化環境間之關係的研究是有必要的。

摘要

國際評鑑教育成效組織（IEA）在多國中所作之數學測驗，證實家庭背境因素，影嚮學習。本文作者以IEA測驗之一，在香港中學取樣研究，就學生三項背景，包括父親教育程度，職業類別及居屋大小，進行分析，發現此等因素，在香港並未對學習構成顯著影嚮。其原因或在於香港之選擇學生制度。又本文之研究引出諸國之社會背景比較，從而反映出若干香港之特殊狀況。

摘要

課程設計應以理論原則和系統為基礎，在英語作為第二語教學中，TABA-TYLER 的課程設計模式便具有這兩個特點，應用這個模式的時候，首先要估計中文大學一年級學生對學習英語在應付功課上的需要。這項資料，可以從學生直接收集，同時向校內教師查詢有關意見亦甚重要。結論:各科教師專家的意見，在大學發展英語作為第二語課程的初步階段上是有用的。

Abstract

There is wide disagreement among educators as to what the humanities mean. Some see the humanities as great human achievements, while others see humanities as human activities. Some even regard humanities as all non-science subjects taught in school. This essay discusses these view points and conceives a domain for humanities.