published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / abstract / Education / Doctoral / Doctor of Philosophy

published_or_final_version / abstract / Linguistics / Master / Master of Arts

published_or_final_version / Chinese Language and Literature / Master / Master of Arts

published_or_final_version / Education / Doctoral / Doctor of Education

本研究以一組香港初中學生為對象，透過建構小說教學融合情意教育的理論，設計有助青少年發展正向情意質素的閱讀教學課程作為干預策略，並結合質性和量性的研究方法，一方面以內容分析探討學生閱讀小說後的多篇相關寫作中反映的情意反應，瞭解這些反應在不同情意範疇的傾向；另一方面以個案研究結合敘事探究的方法，深入地探討這些情意反應的廣度與深度，和哪些元素與交流模式為本的中文課堂互動，對學生在課堂刺激下所產生的情意反應有關鍵作用；再輔以問卷分析，瞭解學生對交流模式的取態，和交流模式對學生情意發展的影響。 研究結果顯示學生以交流模式閱讀三本指定小說產生了情緒、審美、心靈、道德、人際、社會等多面向的情意反應，而以審美和心靈範疇的反應最多。此外，學生的情意內化程度平均介於「賦值」和「價值建構」之間。研究亦發現學生對交流模式的學習活動十分認同，對具有綜合策略的學習模式如「讀者劇場」的認同程度尤其明確。 綜合整個研究，可見學生的不同的先存經驗包括成長背景、性格特徵、閱讀經驗、社會文化的影響等，很大程度上影響著學生對文本的反應傾向和深度，但交流模式有助學生豐富其「接受圖式」，加強閱讀中「想像、詮釋、反省、感悟」等文藝心理活動，以致學生會調整其先存的「回應結構」，從而更能與小說滲透在不同情意範疇的「召喚結構」產生「同構」關係，因此有助促進學生的情意發展。 本研究填補了中國語文與文學教育融合情意教育在研究上的缺乏，和彌補了情意教育及相關研究在定義、範疇釐定、評量架構等方面的困難，透過建構源自Rosenblatt 的學生/讀者作為情意主體和文學作品情意內涵對應的「交流模式」，與修訂Krathwolh 等的情意評量模型，形成理論架構和研究工具，有效地探討少年學生以交流模式閱讀小說的細微經驗。研究者透過探究這些經驗的脈絡，以情意發展的視角予以詮釋、論述，呈現學生在研究過程中創造的意義——主體如何與小說交流通感而建構自我的意象。透過詮釋學生的自我敘說和情意成長經驗，研究者更得以進一步瞭解社會、教育的某些面貌，從而在語文和情意教育的本體論、知識論和方法論等層面提出反省和建議。 Little research has been done on affective education imparted in Chinese language education in Hong Kong. To fill the gap, this research intends to find out whether the affective quality of teens would be positively affected if reader-response protocol could act as a channel between the students and the text. Evaluation standards of affective domains and internalization levels derived from Krathwohl, Bloom & Masia (1964)’s “Affective Taxonomy” and Martin & Reigeluth (1999)’s affective stance have been constructed to categorize and assess students’ affective responses. On the other hand, “The Sun Set” by Shu Xiang-cheng, “The Lubing Flowers” by Zhong Zhao-zheng, and a translated novel “The Heaven Shop” by Deborah Ellis have been prescribed as reading materials for the students. The affective elements in these novels were figured out as tools for assessment and pattern matching. A reading group involved 13 Form two students was formed and an instructional programme was conducted within a school year. Students were expected to be able to have transactions with the text through instruction protocol and extended activities developed from the Transactional Model based on Rosenblatt’s reader-response theory. Data collected from different sources included students’ writings, drawings, in-depth interviews and questionnaires. Qualitative and quantitative methods comprised of narrative inquiry case studies, content analysis and questionnaire analysis were applied to examine students’ affective responses after reading the assigned novels. The research seeks to understand the depth and the breadth of students’ responses, the inclination of these responses in different affective domains, and what factors play key roles in stimulating students’ affective responses when interacting with Transactional Model-based reading lessons. Research results reveal that after reading the prescribed novels, students made positive affective responses in different domains consisted of emotional, aesthetic, spiritual, moral, interpersonal and social, mostly in aesthetic and spiritual domains. Their affective development tended to lie between “valuing” and “organization” internalization levels. It was also discovered that students strongly agree with learning activities developed from the Transactional Model, especially integrated strategies such as readers-theatre. It was found that the existing experiences of students significantly influence the inclination and depth of their responses to the novels. However, the Transactional Model could broaden their receptive schema, and encouraged their psychological activities when reading novels. In this way, students adjusted their responsive structure, making it isomorphous with the evocative structure of the novels, which permeated the different affective domains. As a result, reading experiences of involved students were internalized and affective development was enhanced to a satisfactory extent. This research addresses the gap between integrating Chinese language and literature education with affective education. The outcome of the research is expected to benefit Chinese language curricula by building an example showing how language learning can enhance students’ positive character building and affective growth. By interpreting students’ self narratives and affective development experiences, the researcher could delve deeper into the circumstances of the society and education, hence reflections and suggestions in terms of ontology, epistemology and methodology of Chinese language and literature education could be provided. / published_or_final_version / Education / Doctoral / Doctor of Philosophy

The objective of this study is to investigate the effects of teacher motivational strategies on student motivational behavior in Chinese Foreign Language classroom. Specifically, the study attempted to explore the relationship between motivational strategies and student actual classroom behavior and students preference on motivational strategies in enhancing student motivational behavior. The participants were three Chinese foreign language teachers and their Year 8 classes (78 pupils) of the two lowest levels class of Chinese in the school. The study was conducted during the second and third term of the 2010-2011 academic year in an international school in Hong Kong. Using a MOLT observation scheme, a check list of motivated practices, five classes of each teacher were observed to gather data on their motivated behaviors in their classroom. Post lesson interview was also conducted with the students after the observed lessons. It is revealed that teacher motivated practice is associated with student motivational behavior and that Activity-Design-related practices are more prominent factors. On the other hand, it is also discovered that effective motivated practice are varied according to teachers i.e. how teachers employ the strategies in class and the learning environment they provided for students. In short, the findings of the study might provide teacher insights on effective practices that enhance student motivated behavior and implications on classroom practice other that motivational strategies. / published_or_final_version / Education / Master / Master of Education

本論文的研究題目是「香港國際學校IB中文科教師的知識建構：多個個案研究」，主要是透過結合理論分析和探究式訪談，探討香港地區IB中文科教師對IB中文課程的認識，初步歸納出當前香港地區IB中文科教師的知識結構。 本研究選取了三位職前受訓的IB中文科教師、兩位在職的IB中文科教師 和兩位大學的教師培訓者作爲本研究的研究對象，以半結構性訪談作爲主要的研究方法，所有的訪談都進行現場錄音，訪談內容則語譯成詳細的訪談提綱，並進行深入而詳細的分析。 本研究發現，在實習之前，三位職前教師只是知道一些關於IB中文課程的基本知識、考試模式等知識，對於真正的IB中文科的課堂教學知識並不知曉；而在實習之後，他們的知識建構有了較大的改變，除了進一步鞏固其IB中文課程的基本知識之外，還掌握到了一些具體的教學法知識、課堂管理的知識。 至於在職的IB中文科教師方面，本研究發現兩位在職教師和職前教師一樣，都具備了對IB中文科的學科知識、課程知識以及學科教學知識。而由於他們在教學上具備多年的經驗，因此他們和職前教師相比，還具備了有關學生的背景的知識、其他教育背景的知識、掌握時事新聞的知識、跨學科和跨文化的知識等等。 而在大學教師方面，本研究發現大學的教師培訓者在設計IB中文科教師培訓課程時，能夠針對職前和在職的IB中文科教師的需要，把課程的重點放在教學法和研究法裡，致力把世界最先進的第二語言教學的理論、教學的方法傳授給IB中文科教師，為香港及全球的學校培養中文作爲第二語言的老師和IB中文科教師。 研究員在上述研究發現的基礎上，提出一些改善目前IB中文科教師培訓課程、教師自身的知識建構、IB中文科教師培訓課程的教學內容，以及發展有效的師資培訓模式和教學方法等建議。本研究對於IB中文科教學的理論探討、IB中文科師資培訓的課程設計，以至香港地區的IB中文科教學狀況的研究都具有參考價值。 The topic of this research is the knowledge construction of IB Chinese teachers in Hong Kong International Schools: Multiple case studies, mainly to explore the different stages of teachers’ knowledge construction through theoretical analysis and interview, and sum up objectively the current process of knowledge construction for teachers in International Baccalaureate (IB) Chinese Language courses in Hong Kong. There were three kinds of research participants in this study, including three pre-service IB Chinese Language teachers, two in-service IB Chinese Language teachers and two teacher trainers in the university. The participants had the semi-structured interviews with the researcher in the study. The researcher had in-depth discussion on the topic of IB Chinese Language courses, audio-recorded all the interviews and transcribed all the conversations into protocols for in-depth analysis. This study found that, before the internship, the three pre-service teachers only knew some basic knowledge on the mode of examination of the IB Chinese Language courses, they did not know any teaching knowledge of the real IB Chinese Language class. But after the internship, there were some significant changes on their knowledge construction, in addition to further consolidate their basic knowledge of the IB Chinese Language courses, they grasped the specific knowledge of pedagogy and classroom management. As for the in-service IB Chinese Language teachers, this study found that two in-service teachers just like the pre-service teachers, they knew the knowledge on the IB Chinese Language subjects and curriculums, and the knowledge on pedagogy. However, to compare with the pre-service teachers, as the in-service teachers had got a lot of experiences in teaching, they also knew the knowledge on the students' background and the mastery of other educational background, they knew the knowledge on current events as well as the interdisciplinary and cross-cultural knowledge and so on. For the university teachers, this study found that when the teacher trainers in the university designed the IB Chinese Language teacher training courses, they could meet the needs of the pre-service and in-service IB Chinese Language teachers. The courses focused on the teaching methodology and research methodology, they tried to teach the IB Chinese Language teachers with the most advanced second language teaching theory and teaching methods in the world, to train the IB Chinese Language teachers and the teachers in Teaching Chinese as a Second Language for the IB schools in Hong Kong and around the world. On the basis of the above-mentioned study, the researcher made some recommendations for the IB Chinese Language teacher training courses. The emphasis was to improve the teachers' own knowledge construction, improve the teaching content of the IB Chinese Language teacher training courses, and develop some effective teacher training models and teaching methods. All in all, this research is helpful for exploring the theory and curriculum design of the IB Chinese Language teaching, as well as the research on the IB Chinese Language teaching in Hong Kong. / published_or_final_version / Education / Master / Master of Education