摘要

本研究對470名粵港澳大灣區幼兒教師進行問卷調查，探討文化認同、文化回應性教學和專業認同的現狀，以及三者的關係。研究結果顯示：大灣區幼兒教師的文化認同、文化回應性教學和專業認同整體處於中等偏上水準，廣東地區教師的文化認同和文化回應性教學水準比港澳地區教師高，部分變項在教齡、語言上有顯著差異。幼兒教師文化認同不僅可以直接預測文化回應性教學，還可以通過專業認同的中介 作用對文化回應性教學產生間接影響。研究對提高大灣區教師的文化認同和文化回應性教學水準提出建議。

關鍵詞：粵港澳大灣區；幼兒教師文化認同；文化回應性教學；專業認同

Abstract

This study investigated 470 preschool teachers in the Guangdong–Hong Kong–Macao Greater Bay Area with a questionnaire to explore the relationship among cultural identity, culturally responsive teaching, and professional identity. The study found show that the levels of cultural identity, culturally responsive teaching, and professional identity were at the upper middle level. The level of cultural identity and culturally responsive teaching of teachers in Guangdong were higher than those in Hong Kong and Macao. Preschool teachers’ cultural identity not only directly predicted culturally responsive teaching, but also indirectly affected culturally responsive teaching through the mediating role of professional identity. The study gave suggestions on improving teachers’ cultural identity and culturally responsive teaching in the Greater Bay Area.

Keywords: Guangdong–Hong Kong–Macao Greater Bay Area; cultural identity of preschool teachers; culturally responsive teaching; professional identity

摘要

本文探討二戰結束至九七回歸之間，香港中學中國歷史科和歷史科（下稱兩史）教科書如何處理有關香港淪陷及日治的本地歷史問題。在搜羅1945年至1997年間香港初中及高中課程中國歷史科和歷史科有關二戰的篇章，以及上世紀60年代以來香港政府教育部門的課程發展檔案後，梳理出戰後數十年間對香港淪陷論述的變化。因為高中課程有公開考試的限制，淪陷議題主要在兩史的初中課本之中。其中發展趨勢是從完全漠視，到漸在注釋、圖片、教師用書粗略交代，再到以正文正面論述。在文獻分析和對重要持份者訪談的基礎下，本文歸納兩史教科書略過本地淪陷史不談的原因，並非是港英政府有刻意隱諱的政策，而是跟教科書作者忽視本地歷史，以及作「不談政治」的自我審查有關。至於史學教育界對兩史加入日治等香港史內容有強烈要求，大抵是回歸前港人主體意識覺醒的結果，才最終令這個備受冷落的歷史議題，正式成為香港史學教育的一部分。

關鍵詞：香港淪陷；日治時期；本地歷史；中國歷史科；歷史教科書

Abstract

This article enquired how the textbooks of the subjects of Chinese History and History for the Hong Kong secondary schools had presented the Fall of Hong Kong (1941–1945) during the Post-World War II British Colonial Rule (1945–1997). After collecting all available textbooks found in the libraries of Hong Kong, as well as the archival materials of the Hong Kong colonial government, it is obvious that the problem of absorbing the Fall of Hong Kong or not happened mainly in the lower form secondary textbooks of the two history subjects. The developmental trend of the inclusion of the topic could be described as from completely ignoring, to discussing in the footnotes, photos, and the teacher’s manuals, and to eventually putting these issues into the text in the few years before the Handover. Buttressed by interviews with important stakeholders, the key observation to the reasons behind the silence of the history textbooks on those main local historical events during World War II is that there was no official policies of the colonial government to hide the embarrassing defeats of the British Empire from the newer generations of Hong Kong; rather, it was more possible the result of Sino-centrism and self-censorship of the textbook authors. Thanks to the strong demand of inclusion of local topics to the secondary history education in the 1990s, which is arguably the result of the awakening of the Hong Kong citizens to discover their ownership to the future Special Administrative Region, the Fall has finally incorporated into the history education in Hong Kong.

Keywords: the Fall of Hong Kong; Japanese Occupation; local history; Chinese history; history textbooks

摘要

語義協商策略指對話者為解決溝通障礙而採用的交際策略，包括澄清請求、確認檢查、理解確認、自我重複和他人重複策略。語義協商策略是第二語言互動研究中的一大重點，然而前人研究多以英語學習者為研究對象，較少關注以中文為第二語言的兒童學習者。本研究選擇了72位來自香港四所學校10–12歲的少數族裔與華語小學生。所有學生完成了四項口語任務（信息差、決策任務各兩項）。本研究共收集到約18小時的粵語口語語料。我們對口語語料進行轉寫，然後編碼，再進行統計分析。研究結果發現他們主要使用了五種語義協商策略。其中使用得最多的是他人重複策略，其次是自我重複策略，最少的是理解確認。確認檢查與澄清請求的頻率無顯著差異。另外，少數族裔小學生比華語小學生使用了更多的確認檢查和他人重複策略。在完成信息差的任務時，少數族裔和華語小學生比在完成決策任務時使用了更多的語義協商策略。本研究建議教學時應多採用信息差的任務，以更好地促進少數族裔學生的中文學習。

關鍵詞：語義協商策略；口語互動；香港少數族裔學生；華語學生；任務

Abstract

Negotiation of meaning strategies are used by speakers to overcome communication barriers, including clarification requests, confirmation checks, comprehension checks, self-repetitions, and other repetitions. Negotiation of meaning strategies have been the focus of numerous interaction studies in second language acquisition. However, previous research has primarily recruited English adult learners, with few studies examining young learners of Chinese as a second language. This study involved 72 10–12-year-old primary students, including ethnic minority students and Chinese native speakers from four primary schools in Hong Kong. All the participants completed two types of tasks, consisting of two information gap tasks and two decision-making tasks. The study collected about 18 hours of Cantonese oral interaction recordings. The oral data were transcribed and coded, and statistical analysis was conducted. The study found that the participants mainly employed five types of negotiation of meaning strategies. Other repetitions were most frequently used followed by self-repetitions, while comprehension checks were least used. There were no significant differences between the number of clarification requests and confirmation checks. In addition, ethnic minority studies employed significantly more confirmation checks and other repetitions than Chinese-speaking students. Both ethnic minority students and Chinese-speaking students utilized significantly more negotiation of meaning strategies in information gap tasks than in decision-making tasks. Therefore, the study suggests that information gap tasks should be encouraged in teaching practice to facilitate Chinese language learning among ethnic minority students.

Keywords: negotiation of meaning strategies; oral interaction; ethnic minority students in Hong Kong; Chinese-speaking students; tasks

摘要

本研究採準實驗研究法等組前後測設計，以台灣南部特殊偏遠地區四年級弱讀生為對象，開發出以統計學習為原理的中文詞素覺識訓練軟體，探討在融入一般補救教學課程後，對中文詞素覺識能力和詞彙知識多寡的影響。研究包括實驗組和控制組各20人，每週介入兩次共12週，每次40分鐘。使用重複量數二因子變異數分析，檢視在組別與介入時間下，兩組學童在前、後測的進步幅度是否達到交互作用。結果顯示，融入訓練軟體介入能大幅改善偏遠地區弱讀生的常見字識字能力，有效提升中文詞素覺識能力，而識字量表現亦有顯著進步，但詞彙量和詞彙理解能力尚未達顯著差異，僅在描述性統計資料呈現實驗組的進步幅度稍高於控制組學生。研究發現，團隊開發的訓練軟體融入補救教學課程後，對提升詞素覺識和詞彙知識具有顯著效果，因此建議對不同階段和地區的弱讀生，應留意其發展能力，設計適切的教材以提升學生的詞素覺識和詞彙知識。

關鍵詞：偏遠地區；弱讀生；詞素覺識；詞彙知識；多媒體教學

Abstract

This study adopted a quasi-experimental pretest-posttest design, targeting fourth-grade poor readers from remote areas in Pingtung County, Taiwan. A training software based on statistical learning theory for Chinese morphological awareness (MA) was developed and integrated into a general remedial instruction on students’ MA ability and vocabulary knowledge. The study had 20 participants each in the experimental and control groups. The instructional intervention lasted for 12 weeks, with two 40-minute sessions per week. The study investigated the interaction between the pre- and post-test under two-way ANOVAs of group and intervention time. Results showed that after integrating the training, there was a significant improvement in words recognition, morpheme categorization, and comprehension abilities among poor readers in remote areas. Simultaneously, there was a significant improvement in word recognition performance on the vocabulary test. However, the differences in vocabulary size and vocabulary comprehension ability did not reach statistical significance. But in descriptive statistics, the experimental group showed slightly greater improvement compared to the control group. The study found that the MA training software developed by the team, when integrated into remedial instruction, significantly improved morphological awareness and vocabulary knowledge. However, it was observed that this ability showed growth with accumulated experience over time. Therefore, it is recommended that for the teaching of poor readers at different stages and in various regions, careful attention should be given to the development of appropriate instructional materials. Only by doing so can we effectively enhance students’ morphological awareness and vocabulary knowledge.

Keywords: remote areas; poor reader; morphological awareness; vocabulary knowledge; multimedia instruction

Abstract

The purpose of this study was to explore the richness and transformations of arithmetic representation and arrangement of structure of students through the lens of the marble arrangement problem. The participants in the study were 12 Grade 5 students producing a total of 144 responses during two stages of problem solving. The researcher collected worksheets and class interaction videos with individual student’s explanations. The correctness of the responses was checked according to structure arrangement approaches and arithmetic representation from students’ work. Quantitative statistics of work were reported to show richness of outcomes, and found that the students’ performance types were concentrated in logical operations and topological operations, totaling 81.3%. Qualitative analysis was on transformation of students’ approaches from Stage 1 to Stage 2 by referring to teacher-student interactions and only to students who exhibited a change. The findings showed that: first, the three most commonly used methods were topological operations, logical operations, and algebraic operations; and second, students demonstrated three transformation paths: (a) promoting unitization by dividing objects into equal parts using algebraic and logical operations in structures, (b) expanding operational ability through mapping of iterating and numbers, and (c) refinement of arithmetic generalization through generating of unitization and operation.

Keywords: arrangement structure; arithmetic representation; marble arrangement problem; transformation

摘要

本研究旨在透過彈珠排列問題來探討學生算術表徵和結構排列的豐富性和轉化。研究參與者是12名五年級學生，他們在問題解決的兩個階段中總共做出了144個答案。研究人員收集學生的作業表單和課堂互動視頻，給出個別學生的解釋，並根據學生作業的排列結構方法和算術表徵來檢查答案的正確性。學生作業的量化統計顯示出豐富的成果，發現學生的表現類型集中在邏輯運算和拓樸運算，兩者共佔了81.3%。質性分析透過參考師生互動，並且只針對表現出變化的學生，來研究學生從第一階段到第二階段的方法轉變。結果發現：首先，最常用的三種方法是拓樸運算、邏輯運算和代數運算；其次，學生展示了三種轉換路徑：（1）透過使用結構中的代數和邏輯運算將物件分成相等的部分來促進單元化，（2）迭代和數字的對應擴展了運算能力，（3）透過組成單元和運算來精煉算術推演。

關鍵詞：結構排列；算術表徵；彈珠排列問題；變換

摘要

本研究旨在探討三種遊戲模式（單人、競爭、協作模式）對不同知識程度學生適用性的影響。透過針對76名大學三年級學生的六週實驗，本研究開發一套三種遊戲模式的學習系統。參加者實驗前填寫學習動機問卷。實驗分成三個階段進行不同的遊戲式學習，每個階段兩週。每個階段前後會進行學習成就的前、後測，三個階段實驗結束後填寫學習動機問卷為後測，並填寫遊戲模式喜好度問卷。資料收集涵蓋學生於遊戲式學習系統和學校學習平台的線上行為，並使用K-means分群和SPSS進行ANOVA分析以評估學習成效。結果顯示遊戲式學習可有效提升知識程度差的學生的學習動機。知識程度中等和差的學生不適合單人模式，但適合競爭模式；知識程度優的學生不偏好競爭模式。所有知識程度的學生均適合協作模式，尤其是知識程度優的學生。本研究建議教師可根據學生知識程度選擇適合的學習模式。對於知識程度差的學生，可以用遊戲式學習提高學習動機；對於知識程度優的學生，可以用協作模式激發學習興趣。

關鍵詞：知識程度；遊戲式學習；學習模式；學習動機；學習成就

Abstract

This study aimed to explore the impact of three game modes (single player, competitive, and collaborative) on the suitability for students with different levels of knowledge. Through a six-week experiment with 76 third-year university students, this study developed a learning system with three game modes. The participants filled out the learning motivation questionnaire before the experiment, which is divided into three phases (each lasting for two weeks) for different game-based learning. A pre- and post-test on learning achievement will be conducted before and after each stage. After finishing all phases of the experiment, the participants filled out the learning motivation questionnaire again as a post-test, and also a game mode preference questionnaire. The data collection covered students’ online behaviors in game-based learning systems and school learning platforms. K-means clustering and SPSS were used to conduct ANOVA analysis to evaluate learning effectiveness. The results showed that game-based learning could effectively improve the learning motivation of students with poor knowledge. Students with average and poor knowledge were not suitable for single-player mode, but suitable for competitive mode. Students with superior knowledge did not prefer the competitive model. Collaborative mode was suitable for students of all knowledge levels, especially students with advanced knowledge levels. This study suggests that teachers can choose appropriate learning modes based on students’ knowledge levels. For students with poor knowledge, game-based learning can be used to improve learning motivation; for students with superior knowledge, collaborative mode can be used to stimulate learning interest.

Keywords: knowledge level; game-based learning; learning mode; learning motivation; learning achievement