摘要

照顧學生個別差異既是教師的道德責任，亦是實際需求。學生的個別差異往往隨學齡增加而擴闊，因此年級愈高，處理個別差異的難度愈大。近些年，香港和台灣先後普及高中教育，設計課程時均考慮到個別差異的問題。本研究發現香港和台灣均採取了一系列課程策略以照顧學生的個別差異。比較之下，香港在課程上所採用的策略相對較少，且未能有效照顧學生的個別差異。台灣正在推行新高中課程改革，然而，就以往課程實施的經驗來看，台灣把相關高中課程策略付諸實踐時，亦將困難重重。

關鍵詞：學生差異；香港；台灣；課程策略

Abstract

Catering for students’ individual differences is not only the moral responsibility of teachers, it is also a practical task that they need to carry out. Students’ individual differences tend to widen with age. Therefore, it is much more difficult to deal with individual differences for senior form students. In recent years, Hong Kong and Taiwan have extended or plan to extend free education to senior secondary school education. Ensuring all students are properly catered for is a challenge to both curriculum planners and teachers. This study found that both Hong Kong and Taiwan have adopted a range of curricular strategies to cater for students’ differences. Comparatively, the strategies adopted in Hong Kong are less rich and fail to meet the challenge of catering for individual differences. Taiwan is yet to implement the reform. However, based on past experiences of curriculum implementation, Taiwan is likely to face many difficulties in putting the senior secondary school curricular strategies into practice.

Keywords: individual differences; Hong Kong; Taiwan; curricular strategies

摘要

本研究以315位國中生為研究對象，探究他們自八年級上學期開始連續三個學期學習倦怠感受的變化，以及這段期間個人因素（完美主義傾向、成就目標）與環境因素（教師自主支持、心理控制）對學習倦怠的影響。本研究採多層次成長曲線模型進行分析，研究結果顯示：國中生普遍隨年級增長而有愈高的學習倦怠。在學習倦怠的影響因素部分，不適應性完美主義、逃避表現目標、教師心理控制皆能正向且顯著地解釋學習倦怠；適應性完美主義、趨向精熟與趨向表現目標、教師自主支持則負向解釋學習倦怠。根據上述結果，本研究提出學習輔導及未來研究的相關建議。

關鍵詞：學習倦怠；完美主義；成就目標；自主支持；心理控制

Abstract

This study attempted to track down the changing trajectory of burnout of 315 eighth graders for three consecutive semesters, and to explore the influences of individual (i.e., perfectionistic tendencies and achievement goals) as well as environmental factors (i.e., teacher autonomy support vs. psychological control) on academic burnout during the above period of time. Hierarchical linear growth models were employed for analyzing the data. Results indicated that junior high school students experienced higher levels of burnout as they proceeded to higher grades. Regarding the determinants of academic burnout, maladaptive perfectionism, performance-avoidance goals, and teachers’ psychological control exerted significantly positive influences on students’ burnout, whereas adaptive perfectionism, mastery-approach goals and performance-approach goals, together with autonomy support provided by teachers negatively affected burnout. Implications for counseling practices and future research were discussed.

Keywords: academic burnout; perfectionism; achievement goals; autonomy support; psychological control

摘要

1965至1985年間，香港高等教育的發展相當緩慢，只有不足5%的適齡青年可升讀由大學教育資助委員會資助的大學學位課程，及至20世紀80年代中起，大學學位開始大量增加，進入大學的適齡人口百分比提升至18%。2000年，香港特別行政區行政長官更進一步提出要在十年內令香港高等教育的普及率達到60%。由2000–2001至2005–2006學年，高等教育參與率已增加至超過60%。本文探討在香港高等教育擴張後期，中學生對升讀高等教育期望的變化。

本文研究數據來自2009年和2012年的學生能力國際評估計劃（以下簡稱PISA）。2009年香港的PISA調查在該年5至6月間進行，而2012年的調查則在該年4至5月間進行。本研究嘗試探索以下四個範疇：（1）學生的教育期望在兩次調查期間（2009至2012年）的變化；（2）學生的家庭社經背景與教育期望間的關係；（3）學生能力與教育期望間的關係；（4）家庭社經背景與學生能力等因素對學生期望升讀大學的相對影響程度。

關鍵詞：教育期望；高等教育；學生能力國際評估計劃；青少年

Abstract

From 1965 to 1985, the development of higher education was very slow in Hong Kong. Less than 5% of age-eligible adolescents were admitted to UGC-funded university degree program. However, since the mid-1980s, there has been an expansion of university places and the university admission rate has increased to 18% of the age-eligible population. In 2000, the Chief Executive of the Hong Kong Special Administrative Region proposed that the admission rate of higher education be increased to 60% within ten years. As a consequence, the participation rate of higher education was increased to over 60% from the school year 2000–2001 to 2005–2006. This article focuses on the change in expectation for pursuing higher education of Hong Kong secondary school students during the post-massification of Hong Kong higher education.

The data of this article originates from two cycles of the Programme for International Student Assessment (PISA) — PISA 2009 and PISA 2012. PISA 2009 in Hong Kong was conducted from May to June 2009, while PISA 2012 was conducted from April to May 2012. This article attempts to investigate the following four areas: (1) the changes in students’ educational expectation during 2009 to 2012; (2) the relationship between students’ family socioeconomic background and their educational expectation; (3) the relationship between students’ ability and their educational expectation; (4) the relative impact of family socioeconomic background and students’ ability on their educational expectation toward the pursuit of university education.

Keywords: educational expectation; higher education; Programme for International Student Assessment (PISA); adolescents

摘要

本研究以「探索、概念引介、釐清爭議、概念應用」學習環模式，設計「台灣能源的利用與現況」社會性科學議題（socioscientific issues，下稱SSI）模組，探討在教學前、後，國小五年級學生對學習環境知覺的改變。此知覺包含三層次：（1）學生的自然科學習動機，（2）學生在小組中的合作能力，及（3）學生對教室環境的知覺。在課程結束後，並調查學生對此SSI教學模組的感受。本研究採混合研究法，在教學過程中以質與量並重的方式蒐集資料，研究對象為台灣中部某國小一班五年級學生共28人；利用綜合活動時間進行教學，共經歷6週11節課。研究資料包括：問卷、學習單、課程回饋問卷、半結構訪談等。結果顯示：（1）經SSI教學後，學生對自然科學習動機、小組合作能力、教室環境等的知覺均有顯著提升；（2）大多數學生表示喜歡學習此課程內容，學到如何蒐集資料、討論和發表，以及能源議題的相關知識。最後，依據研究結果，對未來SSI教學與研究提出建議。

關鍵詞：小組合作能力；自然科學習動機；社會性科學議題；學習環境知覺

Abstract

This study used a model of learning cycle with four phases — exploration, introduction of concept, clarification of controversy, and application of concept — to develop a socioscientific issues (SSI) module entitled “Energy Uses and Situation in Taiwan” for assessing the change of 5th graders’ perception of learning environment. Such a perception covered three facets: (a) student’s personal motivation toward learning science, (b) student’s cooperative ability in small groups, and (c) student’s perception toward the classroom environment. After learning the module, students’ feedbacks on what they preferred and what have learned were also investigated. Mix methods approach was adopted, collecting both quantitative and qualitative data. The subject was a class of Grade 5 students (N = 28). The module, with 11 sessions, was conducted in 6 weeks during the time for integral learning. Research data were collected through three questionnaires, seven worksheets, a feedback questionnaire, and semi-structured interviews. The findings revealed that: (a) students’ motivation toward learning science, cooperative ability in small groups, and perception of classroom environment were significantly enhanced; (b) the majority of students expressed their preference to learning the SSI module, got the ability in information collection, discussion and presentation, and the knowledge of energy-related issues. Based on the findings, this study proposes recommendations for SSI teaching and studies in the future.

Keywords: group cooperative ability; motivation toward learning science; socioscientific issues; perception of learning environment

摘要

本研究主要目的在發展一份全球公民素養量表，作為台灣過去這些年來對於小學階段全球教育努力成果的檢視。透過文獻分析，研究者歸納出全球公民素養四個構念，分別為「全球公民權利與義務」、「全球公民能力」、「全球公民參與」、「全球公民反思」，並根據這四個構念進行量表的編制和信效度的檢核。研究樣本為台灣各地小學生，總計1,112名。量表整體信度為.868，與各個效標工具的相關亦都至少達到.05顯著水準；模式的考驗方面，除了內在品質的聚斂效度稍嫌不理想外，其餘結果都達到預期。

關鍵詞：全球教育；國際教育；全球公民；全球公民素養；驗證性因素分析

Abstract

This study aimed to develop an instrument to measure the effect of Taiwan’s policy on global education. Four constructs were developed, namely rights and responsibilities of global citizenship, competencies of global citizenship, participation of global citizenship, and reflection of global citizenship. The instrument was tested with a sample of 1,112 elementary school students in Taiwan. Content validity was established. Exploratory factor analysis and confirmatory factor analysis confirmed construct validity. All the indexes were satisfied except the convergent validity.

Keywords: global education; international education; global citizenship; global citizenship literacy; confirmatory factor analysis

摘要

本研究以中央研究院學術調查研究資料庫中「102年［2013年］學生數位學習及數位機會」的學生、家長、學校三方調查資料為基礎，整合建立「學校給予學生數位學習機會」對「家庭數位學習機會影響學生數位學習機會」階層線性模式，探討當中的影響；亦進一步於學生數位學習機會的不同分量下，探究影響因素的變化。結果顯示：（1）數位級區對於學生數位學習機會影響力極大，原因可能是數位級區愈高的學校可提供的數位資源較多，學生接觸數位學習的機會亦較頻繁；（2）學生擁有的設備愈齊全及對基本技能有一定素養，對其數位學習機會相對影響較大；（3）家長須留意學生的數位學習情形，防止因過度使用反而造成身心損害，學校亦應向學生加強宣導個人資料隱私的重要性；（4）學校應儘可能強化軟體與科技融入教學，期能消弭因數位級區造成的差距。

關鍵詞：數位學習機會；資訊近用；基本技能與素養；個人危機；權益侵害

Abstract

Based on the data from students, parents and schools of the 2013 Survey of Student Digital Ability and e-Learning Opportunity from the Academia Sinica’s Survey Research Data Archive, this article constructed a hierarchical linear model to analyze how students’ e-learning opportunity is related to the multilevel influence effects of school- and parent-level covariates. Quantile regression was also used to study different covariate effects at different quantile levels of student e-learning opportunity. Results indicate that: (1) Digital Level Area is a very important influential factor for students’ e-learning opportunity due to the reason that schools in higher Digital Level Area have more digital resources, and students are likely to have more opportunity for access to and frequent use of e-learning; (2) the more IT equipment or IT literacy students have can greatly affect their possession of e-learning opportunity; (3) parents should pay special attention to problems of their children resulting from overuse of e-learning resources which could cause harm to their children both mentally and physically; moreover, schools should widely promote the awareness of personal information security to students; (4) in order to eliminate the digital divide caused by Digital Level Area, schools need to strengthen the integration of software and information technology into instruction as far as possible.

Keywords: e-learning opportunity; information access; basic skills and information literacy; personal crisis; rights violation

摘要

本研究探究一所太魯閣族幼兒園接受教育部公私立幼兒園適性教保輔導後，課程改變的發展脈絡。本研究具體目的有三：（1）探討鄉立幼兒園在地文化課程融入學習區的實踐；（2）分析鄉立幼兒園在地文化課程融入學習區的改變歷程；（3）了解鄉立幼兒園在地文化課程融入學習區的實施困境與解決策略。兩位研究者透過訪談及文件蒐集等方法，整理、歸納與分析該幼兒園以文化回應教學取向，將在地文化融入學習區的漣漪效應；並透過該園五位教保服務人員，在園內擔任課程領導的角色，共同協助研究五個分班落實在地文化融入學習區的可能性。本研究結果發現：（1）設置文化主題區，透過多元文化素材，豐富在地文化課程與學習區的內涵；（2）教保服務人員學習設計統整而不分科的在地文化課程，培養小小太魯閣族人解決問題的能力；（3）真實面對在地文化課程融入學習區的困境，自製文化教具與主題繪本。

關鍵詞：文化回應；在地文化課程；太魯閣族；學習區

Abstract

This study investigated the curriculum changes and development of a Truku preschool that received educational care from the Ministry of Education. It aimed to: (a) study how local cultural curriculum with culturally responsive practice was implemented in learning areas of the preschool; (b) analyze how the behaviors of preschool educators and preschoolers changed after implementing this practice; (c) explore the difficulties that teachers faced regarding the integration of local cultural curriculum into learning areas and their remedies. The study found that: (a) the preschool educators implemented culturally responsive curriculum practice by setting culturally related themes, placing culturally relevant materials in learning areas, and exploring teacher-made materials relevant to cultural responsiveness; (b) through adopting local culture-integrated curriculum, the problem-solving ability of little Truku children could be nurtured; (c) facing difficulties including the lack of story books and teaching materials related to Truku cultures in the communities, the preschool educators tried to produce culturally related teaching materials or picture books by themselves.

Keywords: culturally responsive practice; local cultural curriculum; Truku; learning areas

摘要

伴隨網際網路的發達，網站建置提供師資培育學系一個優質的行銷工具，令學系可以藉由網站，直接跟學生互動聯繫。本研究目的即在探究：師資培育學系網頁行銷、品牌形象與學生忠誠度之間關係的建構驗證。研究者利用自編問卷蒐集資料，以師資培育學系就讀學生為問卷調查對象，收回有效問卷1,171份，進行驗證性因素分析和結構方程模式建構。研究發現，品牌形象在網頁行銷與學生忠誠度之間扮演完全中介角色，這結果突顯了品牌形象對此類型學系經營管理的重要性，師資培育學系可以在品牌形象功能性、象徵性、經驗性三方面着力，對於提升學生的忠誠度將有助益。最後，文章提出對未來有志於進行此範疇研究的相關建議。

關鍵詞：品牌形象；網頁行銷；學生忠誠度；師資培育學系

Abstract

Teacher education departments take advantage of webpages as a marketing tool to have interaction with students. This study aimed to investigate the relationships among webpage marketing, brand image, and student loyalty in teacher education departments. Self-administered questionnaires were distributed to teacher education departments in different universities and 1,171 valid ones were returned. The confirmatory factor analysis demonstrated a satisfactory fit of the theory, and structural equation modeling was used to validate the research model. Empirical results revealed that brand image played an effective and positive intermediary role in the research model. Brand image, including the functional, experiential and symbolic factors, has proved useful and influential on student loyalty. The research findings provide insight into the management of teacher education departments, and suggest areas for future research.

Keywords: brand image; webpage marketing; student loyalty; teacher education department