published_or_final_version / Education / Master / Master of Education

Recommendations have been given in the areas of teachers, the subject and the school according to the data collected in the study. Teachers need to change their attitude towards the use of course books, otherwise, a comprehensive degree (i.e., breadth and depth) of curriculum decision making is hard to be developed. The subject team should utilize the common planning period more effectively by designating targets and developing a work routine. It is also crucial to establish a harmonious working relationship within the team while the panel chairperson is required to lead a professional role. Teachers' professional developments should go hand-in-hand with curriculum development and more efforts should be focused on integrating scattered strengths into the team. At school level, more support should be given to curriculum decision making policy and its culture. Moreover, more professional development opportunities should be provided. (Abstract shortened by UMI.) / The New Edition of the Chinese Language Curriculum was introduced in all secondary schools in September 2002. Major features of the reform cultivate the migration from a single model passage to a more holistic teaching unit, teaching focus has switched from just reading and writing to comprehensive aspects of speaking, reading, listening and writing. While the role of a teacher has shifted from dominating to facilitating, the role of the students has shifted from a passive receptor to an active learner. The aim of language teaching has changed from imparting language knowledge to cultivating generic skills. As a whole, the New Edition of the Chinese Language Curriculum has extended the work scope of the teachers in their curriculum and teaching decision making. For instance, they are able to adjust the course books according to the circumstances of the school. Adjusting the course books or developing school specific teaching resources is a complicated task which requires co-operation and creative input of the teachers. With this in mind, some schools have started the reform of the Chinese Language subject by allocating a common planning period, making room for the teachers to increase their opportunities in curriculum input and decision making. / The present research started in the second year after the introduction of the New Edition of the Chinese Language Curriculum. By applying qualitative research methods, five schools were chosen as case studies, with the teachers of Secondary One as research target, to explore the state of teachers' participation in the curriculum decision making, to understand how the curriculum decisions were made within a subject team, and to investigate the factors influencing the decision making. The data was collected via interviews, participatory observations and document analysis. / The study has concluded six points. (1) Sparing a common planning period by schools cannot guarantee the quality of curriculum decision making. (2) Teachers' degree of understanding towards the curriculum affects their decision making on curriculum content. (3) Teachers' viewpoints on course books will affect their decision making on curriculum content too. (4) The sense of co-operation determines the degree of contribution and involvement by the teacher in the curriculum decision making. (5) The leadership and co-ordination of a panel chairperson is crucial to cultivate a harmonious working relationship between team members. (6) The factors affecting a school are inter-related. / The study reveals that at present, schools have not carried out any restructuring because of individual subject reforms. The common planning period in certain schools is merely the subject policy, not a unified policy in the school. While it has contributed to the significant opportunity for teachers to participate in curriculum decision making, the policy cannot guarantee the quality of the decisions. There are a few fundamental issues which determine whether a curriculum decision making can be developed to a profound and extensive degree. The teachers must be well prepared for the new curriculum by having participated in the pilot program organized by the Education and Manpower Bureau at the time; the subject team must use the common planning period effectively by developing a work routine, and by distributing responsibilities among teachers in the team to make sure that they are engaged and able to contribute; the subject teaching attribution should focus on and reflect the needs of the students as well as the implementation of changes in the curriculum to improve teaching; and lastly, in addition to providing teachers with a common planning period, the school also needs to allocate more resources in the theme of policy making, such as flexible timetables and on-going professional development opportunities. If these factors are missing in the academic subject, teachers will rely heavily on course books and when dealing with curriculum content decision making, they will seldom consider other elements, such as teaching methodology and teaching activities, in a curriculum. / 高慕蓮. / Adviser: Lee Chi Kin. / Source: Dissertation Abstracts International, Volume: 70-03, Section: A, page: 0787. / Thesis (doctoral)--Chinese University of Hong Kong, 2008. / Includes bibliographical references (p. 489-508). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / School code: 1307. / Gao Mulian.

背景 / 識字是每個孩子進入閱讀世界、學習知識和文化的重要途徑。能夠在小學階段對孩子的識字能力進行適時的評估，當有助前線語文教育工作者設計適切的識字教學，並為支援讀寫困難孩子提供重要的參照依據。目前，對小學生基本常用漢字做全面的認讀情況的分析和實證探討的研究尚不多見，本港至今亦沒有一個具常模參照的標準化中文識字量表可供一線教師使用。鑒於此，我們擬以香港最為廣泛採用的六套小學課文為基礎重新建構一套“香港教學漢字字庫，期望依此編制出一套適用於小學一年級至六年級且有常模參照依據的標準化《香港小學中文識字等級量表》供小學前線語文教學工作者使用，為未來支援讀寫困難學生的篩選工作、考量學生的識字能力的發展提供重要的評估工具。 / 發展程序及結果 / 建立《香港小學中文識字等級量表》共分爲五個階段。 / 第一階段：對香港教學漢字數據庫所收錄的3941個漢字做文本分析，通過對比香港已有的三套數據庫以及每個字在六套教材中首次出現的年級水平的眾數來決定每個字的教學年級水平，最終有3033個字被劃分出教學年級水平並被歸類編排到14個年級分字表中。我們統計每個年級的字表的生字量，發現一至六年級所要學習的生字量分別為：530,646,686,563,389,219。 / 第二階段：將14個年級生字表分別施測于香港小學一年級至六年級，每個年級的學生只需完成一套同等年級水平的生字表，結果發現小一至小六的學生對每個年級的生字的認識率已達到半數以上，生字識字量水平為：311，423，438，337，206，116。 / 第三階段：建構中文識字等級量表和閱讀流暢度測驗。首先，我們根據每個字在該年級學生中的通過率確定每個字在該年級的難度水平(L1-L5)。為了保證所抽取的字在年級內和年級之間存在難度梯度，我們將從一至六級字庫中的L3層和L4層抽取20個目標字。另外，在一級字庫的L2層和六級字庫的L5層分別再抽取10個字和20個字，共計150個字，將識字量表建構成一個有八個等級梯度的量表，包括兩個平行版本。此外，我們也基于該教學漢字字庫建構了兩套各包含200字的閱讀流暢度測驗作爲与識字等級量表相互驗證的效度指標，200字來源於一至四級字庫的L1層，每層抽取50字。 / 第四階段：將識字等級量表及其平行版本以及相關效標（新構建的兩個閱讀流暢度測驗和臺灣黃秀霜版中文年級識字量表）施測於香港12所不同等級的小學一至六年級，共計2056名學生。結果顯示，(1)識字等級量表內部一致性信度較高(alpha=.98)。(2)我們基于此次正式施測所獲得的識字能力的分布建構了識字等級量表的年級常模和年齡發展常模。(3)基于傳統的經典測量理論的項目分析以及項目反映理論的分析均發現，識字等級量表難度適宜，相比臺灣黃秀霜版的中文年級識字量表在項目的字頻分布、平均通過率、IRT難度參數這幾個指標上都有更清晰的等級梯度，更適合推廣至香港小學的一綫語文教學。(4)該量表可有效偵測到隨著年齡或年級的增長而發展的識字能力的變化、有效地預測學生在校語文綜合成績。 / 第五階段：爲了進一步驗證識字等級量表的效度，我們在另一項閱讀困難研究項目中加入了該量表，以檢驗識字等級量表對閱讀困難兒童的鑒別。結果發現，該量表能有效地區別閱讀困難學生和普通學生在識字方面的差異。更重要的是，我們發現香港識字等級量表的常模對於香港小學生而言更具參照性。 / 結論 / 本研究基於香港小學教學漢字字庫所構建的中文識字等級量表是一套可靠、有效地反映學生識字能力的個體差異及其發展變化的工具。我們同時建構了小一至小六的年級常模和年齡常模，為前線語文教師提供了一個瞭解學生識字差异的簡便操作的評估工具，具有重要的教學參照價值。 / Background / Word identification is increasingly recognized to be a prerequisite for each child to acquire knowledge and culture in a colorful reading world. A valid assessment of a child’s word identification is very important for literacy instruction and evaluation. It also helps identifying children with literacy difficulties at an early stage because word identification is an important indicator of literacy difficulties. Existing measures of Chinese character identification are with limitations in several aspects. For example, some scales are designed for primary school children of low grades only. Also, most of the scales are of restricted use and can only be administered by professional educational psychologists or speech therapists. There has not been one standardized Chinese character identification scale with local norms for the use of Hong Kong primary school teachers. The present research attempted to construct a standardized Chinese character identification scale with local norms for primary school children based on a database of Hong Kong Chinese primary school texts. The Hong Kong Graded Chinese Character Identification Test (HKGCCIT) will offer teachers an assessment tool to assess the word recognition level of their students. The assessment result will help teachers identify at-risk readers and plan for instruction and remediation. / Methods and Results / There were five phases in the development of the HKGCCIT. / In the first phase, a database of 3033 Chinese characters was constructed based on six widely used primary texts in Hong Kong. Difficulty level of each character was determined through a series of procedures. The numbers of characters in each grade were 530, 646, 686, 563, 389, and 219 respectively. / In the second phase, the graded-characters were divided into 14 forms and were tried out with primary school children in several schools. It was found that the number of character successfully recognized by half of the tested students in each grade was 311, 423, 437, 337, 206 and 115, respectively. / The third phase was the construction phase of the HKGCCIT. First, we divided the database into six sub-databases and determined the difficulty level (L1-L5) of each character in the corresponding grade based on the passing rate. To ensure within-grade and between-grade difficulty levels of the selected characters, we separately randomly sampled 20 characters from L3 (passing rate: 40%-60%) and L4 (passing rate: 20%-40%) in the six sub-databases. In addition, we selected 10 characters from L2 in the grade-one sub-database and 20 characters from L5 in the grade-six sub-database. Thus, the HKGCCIT, with two parallel forms, was constructed as a graded scale with 150 characters and eight difficulty levels in total. Additionally, two forms of a reading fluency test with 200 characters were also developed to measure character reading fluency for six grades in this phase. / In the formal testing phase (i.e., phase 4), letters were sent to more than 100 schools for participation in the current study. Twelve schools from three bandings were selected to join the study. A total of 2056 students from grade-one to grade-six were tested. Two forms of the HKGCCIT and related validity measurements (i.e., two forms of reading fluency test, Taiwan Chinese Character Recognition Test) were administered. The results showed that: (1) The HKGCCIT had high internal consistency reliability coefficient (alpha=.98). (2) Grade and age development norms were constructed and the related percentile conversion tables and standardized-score conversion tables were created. (3) Item analysis based on classic testing theory and item response theory suggested that the HKGCCIT has moderate difficulty. Comparing with the Taiwan Chinese Character Recognition Test developed by Huang (2001), HKGCCIT has better fit on character frequency distribution, passing rate and IRT difficulty parameters. (4) It is an effective indicator of a child’s word identification achievement level and is highly correlated with the child’s Chinese language achievement in school. / In the validation phase (i.e., phase 5), some students with reading difficulties and average students from another study were tested by the HKGCCIT. The results showed that two groups with different reading levels demonstrated significant difference on the HKGCCIT. More importantly, we found that the norm of the HKGCCIT, in comparison to the Taiwan Chinese Character Recognition Test provides more accurate reference scores for Hong Kong students. / Conclusion / The HKCCIT, developed on the basis of a corpus of Hong Kong Chinese primary school texts, is a reliable and valid assessment tool of Chinese character identification achievement of Hong Kong primary school children. Local norms from grade-one to grade-six were established. It should be an easy assessment tool to identify at-risk readers and plan for instruction and remediation. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 伍秋萍. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2012. / Includes bibliographical references (leaves 120-125). / Abstracts in Chinese and English. / Wu Qiuping. / Chapter 第一章 --- 引言 --- p.6 / Chapter 第二章 --- 識字的理論基礎及其相關研究的回顧 --- p.10 / Chapter 2.1 --- 識字的重要性：識字的發展及其與閱讀的關係 --- p.10 / Chapter 2.2 --- 識字的重要性：現實教學對基本識字量的要求 --- p.12 / Chapter 2.3 --- 識字能力的理論構念及其操作定義 --- p.15 / Chapter 2.4 --- 識字能力的心理測量 --- p.20 / Chapter 2.5 --- 本研究的編制目的 --- p.29 / Chapter 第三章 --- 測量理論及其編制框架 --- p.31 / Chapter 3.1 --- 編制量表的一般程序 --- p.31 / Chapter 3.2 --- 常用的項目抽樣範式的比較 --- p.32 / Chapter 3.3 --- 項目反應理論原理及其在閱讀測量中的應用 --- p.33 / Chapter 3.4 --- 信效度評價基礎：經典測量理論 --- p.37 / Chapter 3.5 --- 本研究的編制框架 --- p.43 / Chapter 第四章 --- 階段1:建構全港教學漢字字庫和編排年級生字表 --- p.45 / Chapter 4.1 --- 香港小學常用字字庫 --- p.45 / Chapter 4.2 --- 香港教學漢字資料庫的建構 --- p.46 / Chapter 4.3 --- 小學年級建議學習生字表 --- p.46 / Chapter 第五章 --- 階段2：年級生字表在香港小學一至六年級的認讀率調查 --- p.48 / Chapter 5.1 --- 調查目的 --- p.48 / Chapter 5.2 --- 研究對象 --- p.48 / Chapter 5.3 --- 測量工具 --- p.48 / Chapter 5.4 --- 調查結果 --- p.49 / Chapter 第六章 --- 階段3：識字等級量表和閱讀流暢度測驗的建構与預試 --- p.51 / Chapter 6.1 --- 識字等級量表的設計 --- p.51 / Chapter 6.2 --- 教學漢字的15套字集 --- p.54 / Chapter 6.3 --- 閱讀流暢度測試 --- p.55 / Chapter 6.4 --- 量表在香港普通小學的預試 --- p.56 / Chapter 第七章 --- 階段4.1：量表正式施測的標準化程序 --- p.58 / Chapter 7.1 --- 常模抽樣 --- p.58 / Chapter 7.2 --- 測量工具及其測試卷的編排 --- p.61 / Chapter 7.3 --- 施測程序的設計 --- p.61 / Chapter 7.4 --- 施測人員的培訓與分工 --- p.62 / Chapter 7.5 --- 施測場地和測試文具的預備 --- p.63 / Chapter 7.6 --- 施測程序的具體實施及其注意事項 --- p.64 / Chapter 第八章 --- 階段4.2：量表正式施測的結果與常模建構 --- p.66 / Chapter 8.1 --- 研究對象的人口統計學信息 --- p.66 / Chapter 8.2 --- 識字等級量表的項目特徵 --- p.66 / Chapter 8.3 --- 識字等級量表的記分方法的調整 --- p.68 / Chapter 8.4 --- 識字等級量表的信度 --- p.70 / Chapter 8.5 --- 識字等級量表的效度 --- p.71 / Chapter 8.6 --- 識字等級量表的常模建構 --- p.79 / Chapter 第9章 --- 階段5：識字等級量表對閱讀困難學生的鑒別 --- p.81 / Chapter 9.1 --- 研究對象 --- p.81 / Chapter 9.2 --- 測量工具 --- p.81 / Chapter 9.3 --- 結果 --- p.82 / Chapter 第10章 --- 討論和總結 --- p.86 / Chapter 10.1 --- 對識字等級量表的測量特性的評價與討論 --- p.86 / Chapter 10.2 --- 識字等級量表的使用細則及評分程序的修訂 --- p.94 / Chapter 10.3 --- 常模轉換表的使用和分數的解讀 --- p.96 / Chapter 10.4 --- 本量表與前人同類型識字量表的整體比較 --- p.98 / Chapter 10.5 --- 總結 --- p.99 / Chapter 附錄1. --- 致學校的研究計劃邀請函和參與研究計劃的意向書 --- p.102 / Chapter 附錄2. --- 家長同意書 --- p.105 / Chapter 附錄3.1 --- 識字等級量表學生測試版（樣題，量表前30題） --- p.106 / Chapter 附錄3.2 --- 識字等級量表V1記錄紙（樣題，前30題） --- p.107 / Chapter 附錄4.1 --- 識字等級量表年級常模的標準分、百分等級及原始分換算表 --- p.108 / Chapter 附錄4.2 --- 識字等級量表年齡常模的標準分及原始分換算表 --- p.112 / Chapter 附錄4.3 --- 識字等級量表年齡常模的百分等級及原始分換算表 --- p.116 / 參考文獻 --- p.120

快速構形學習（fast orthographic learning）是指在閱讀中遇到一個生字或生詞少數幾次後，這個字或詞的構形表征就能初步形成。目前，尚無研究試圖檢測中文構形學習，更無研究通過實驗操作的方式檢查語音重編碼（這一對英文構形學習最為重要的因素）對中文構形學習的影響。本研究以快速構形學習為切入點進行了三項研究。研究一（預實驗和實驗一）根據Share （1999）的範式編制了中文快速構形學習測驗，並使用這一測驗證實了二/三年級的兒童已具有快速構形學習的能力；研究二則通過實驗操作考察語音重編碼是否影響快速構形學習的成績。閱讀能力匹配的兒童被置於不同的學習情境下。某些學習情境下語音重編碼的傾向通過實驗操作被抑制，另一些學習情境下則可以正常進行語音重編碼。對比不同情境下的構形學習成績就可以證明語音重編碼對構形學習的影響。依照這一邏輯，實驗二和實驗三發現形聲字的構形學習受到語音重編碼的正面影響，而實驗四和實驗五則發現非形聲字的構形學習不受語音重編碼的正面影響；實驗六將形聲字和非形聲字放在同一實驗中考察，重複了實驗二至五的結果。研究三則採用培訓實驗進一步重複或檢驗第二部分的結果。在實驗七至十中，兒童或者學習目標假聲旁的語音（與目標形聲字一致的語音或者與目標形聲字不一致的語音），或者學習目標假聲旁的語義，或者抄寫目標假聲旁，或者僅觀察目標假聲旁（控制方案）。然後他們在相同的情境下學習含有目標假聲旁的形聲字。通過對比不同組別的快速構形學習成績，結果發現，除抄寫外，語音重編碼和部件的語義信息對構形學習沒有影響。根據三個研究最終得出以下結論：二三年級的學生已經具備快速構形學習能力；語音重編碼對形聲字的構形學習有一定影響，但影響不大，且只發生在目標形聲字含有熟悉的聲旁時；語音重編碼對半規則形聲字和非形聲字的構形學習沒有影響；抄寫對構形學習有明顯的促進作用。根據三個研究最終得出以下結論：二三年級的學生已經具備快速構形學習能力；語音重編碼並非影響構形學習的核心因素，只對含有熟悉聲旁的形聲字的構形學習有影響，對半規則形聲字和非形聲字的構形學習沒有影響；語義信息對構形學習沒有影響，抄寫對構形學習有明顯的促進作用。我們提出“構形學習自足假說，建議研究者重點研究正字法意識對構形學習的影響。 / Fast orthographic learning (FOL) means that an orthographic representation of a word can be learned incidentally after minimal exposure. Up to now, no research has explored the existence of FOL in Chinese. One reason is that it is difficult to create a test of orthographic learning ability. The present research, which includes three studies, was an attempt to investigate FOL in Chinese and the contributing factors of FOL. Study 1 adopted the experimental paradigm of Share (1999) and developed a new FOL test to obtain evidence of FOL among Chinese Grade 2 and 3 students. Study 2 explored whether or not phonological recoding can impact on FOL of both phonetic and non-phonetic compound characters with manipulations that minimized phonological recoding. The experimental and the control groups were exposed to some target pseudo-characters with and without concurrent articulation, respectively. Comparison of FOL obtained by different groups indicated that phonological recoding affected FOL of regular phonetic compound characters, but the effect was small; phonological recoding did not affect FOL of non-phonetic compound characters. Study 3 re-examined the results of Study 2 and explored the effect of semantic information and handwriting on FOL. In different training programs, students learned the pronunciation or the meaning of target pseudo-radicals, or write or look at them a number of times. Then students learned target pseudo-characters containing the target pseudo-radicals in the same condition. The effects of phonological recoding, semantic information and handwriting were evaluated by comparing FOL of the target pseudo-characters. The results indicated that phonological recoding affected FOL of neither regular phonetic compound characters containing unfamiliar phonetics nor semi-regular phonetic compound characters. Besides, handwriting had a significant positive effect on FOL. These results indicated that phonological recoding is not a substantial contributing factor of FOL. Other contributing factors, such as handwriting and semantic information, need further investigation. We proposed the "orthographic learning self- sufficient hypothesis", which suggests that the core contributing factor of FOL is orthographic awareness. / Detailed summary in vernacular field only. / 劉永廣. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2012. / Includes bibliographical references (leaves 111-116) / Abstracts in Chinese and English. / Liu Yongguang. / Chapter 第一章 --- 研究背景 --- p.12 / Chapter 1 --- 構形表征與構形學習 --- p.12 / Chapter 1.1 --- 構形表征的存在 --- p.12 / Chapter 1.2 --- 構形學習：一個漸進的過程 --- p.15 / Chapter 2 --- 快速構形學習 --- p.16 / Chapter 2.1 --- 快速構形學習的操作性定義 --- p.16 / Chapter 2.1.1 --- 快速構形學習測驗 --- p.16 / Chapter 2.1.2 --- 快速構形學習測驗的重要性 --- p.19 / Chapter 3 --- 語音重編碼對構形學習的影響 --- p.20 / Chapter 3.1 --- 這一問題的理論化--“自我教學假設 --- p.20 / Chapter 3.2 --- 理論爭議：基於項目還是基於發展階段？ --- p.21 / Chapter 3.3 --- 相關實驗證據 --- p.23 / Chapter 3.4 --- 語音重編碼之外：詞彙知識，正字法意識，語義以及書寫 --- p.26 / Chapter 4 --- 構形表征和構形學習的提出對閱讀習得研究的貢獻 --- p.28 / Chapter 5 --- 中文相關研究現狀 --- p.29 / Chapter 5.1 --- 中文正字法系統概況 --- p.29 / Chapter 5.2 --- 中文形音對應規則：規則性效應和一致性效應 --- p.30 / Chapter 5.2.1 --- 形聲字的規則性和一致性 --- p.30 / Chapter 5.2.2 --- 兒童對形音對應規則的掌握和使用 --- p.32 / Chapter 6 --- 本研究的問題提出和研究邏輯 --- p.35 / Chapter 6.1 --- 本研究的問題提出 --- p.35 / Chapter 6.1.1 --- 中文快速構形學習測驗的編制 --- p.35 / Chapter 6.1.2 --- 為何以語音重編碼為研究重點 --- p.37 / Chapter 6.1.3 --- 非形聲字的構形學習 --- p.39 / Chapter 6.1.4 --- 漢字的語音重編碼 --- p.40 / Chapter 6.1.5 --- 為何以二、三年級學生為研究對象 --- p.40 / Chapter 6.1.6 --- 附帶考察的兩個研究問題 --- p.41 / Chapter 6.2 --- 本研究的邏輯 --- p.41 / Chapter 第二章 --- 研究一 中文構形學習測驗的編制及對快速構形學習現象的檢驗 --- p.43 / 預實驗 --- p.43 / 實驗一 --- p.45 / Chapter 第三章 --- 研究二 語音重編碼對快速構形學習的影響（1） --- p.56 / 實驗二 --- p.56 / 實驗三 --- p.62 / 實驗四 --- p.66 / 實驗五 --- p.69 / 實驗六 --- p.72 / Chapter 第四章 --- 研究三 語音重編碼對快速構形學習的影響（2） --- p.77 / 實驗七 --- p.78 / 實驗八 --- p.84 / 實驗九 --- p.86 / 實驗十 --- p.90 / Chapter 第五章 --- 總體討論 --- p.94 / 問題一：快速構形學習是否存在？ --- p.94 / 快速構形學習測驗的編制 --- p.94 / 問題二：語音重編碼是否中文快速構形學習的關鍵影響因素？ --- p.96 / 問題三：快速構形學習能力與其他背景變量是否有關係？ --- p.98 / 問題四：語義信息和抄寫是否對構形學習有影響？ --- p.100 / 構形學習自足假說 --- p.101 / 視覺詞彙學習：形音義三要素的互動 --- p.103 / 中文閱讀習得能力的發展 --- p.104 / 本研究的貢獻 --- p.105 / 不足以及研究展望 --- p.105 / Chapter 附錄一 --- 形音匹配遊戲A --- p.107 / Chapter 附錄二 --- 實驗一中作為閱讀材料的短文例子 --- p.108 / Chapter 附錄三 --- 語義培訓方案的電腦呈現方式 --- p.109 / Chapter 附錄四 --- 主要術語中英文對照表 --- p.110 / 參考文獻 --- p.111

劉潔玲. / 論文(哲學博士)--香港中文大學, 2002. / 參考文獻 (p. 308-329). / 中英文摘要. / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Liu Jieling. / Zhong Ying wen zhai yao. / Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2002. / Can kao wen xian (p. 308-329).

郭懿芬. / "2001年6月" / 論文(哲學博士)--香港中文大學, 2002. / 參考文獻 (p. 360-390). / 中英文摘要. / "2001 nian 6 yue" / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Guo Yifen. / Zhong Ying wen zhai yao. / Lun wen (Zhe xue bo shi)--Xianggang Zhong wen da xue, 2002. / Can kao wen xian (p. 360-390).

Many studies show that teacher beliefs strongly influence their instructional decisions, which in turn affect classroom practice and curriculum implementation. Studies also reveal many curriculum reforms in the past failed because teacher beliefs had been neglected in the design and implementation process. / The new secondary Chinese language curriculum implemented in 2002 in Hong Kong is of student-centred basis, and thus teachers are required to change their beliefs. This qualitative study aims at investigating teaching beliefs of Chinese language teachers and their influence on curriculum implementation. By examining teaching beliefs of teachers, light can be shed on the problems and prospect of curriculum implementation. Data were collected through semi-structured interviews and observations. Twelve teachers were selected purposefully from three different types of secondary schools, namely band 1, 2 and 3; which represent different range of students' academic competency. In each type of school, two expert teachers and two novice teachers with a variety of educational backgrounds and rankings at school were selected. / The results of this study indicate that teaching beliefs of teachers and their teaching behaviours are interrelated. It also highlights that the existing beliefs of transmission-oriented teachers are incongruent with the underlying philosophy of the new curriculum. This may hinder the implementation of the intended curriculum. But most of the beliefs held by the heuristics-oriented teachers are in line with the intended curriculum, which is likely to facilitate its successful implementation. The findings also have important implications for curriculum developers and teacher educators: curriculum implementation must be accompanied by continuous teacher development which fosters changes of beliefs and practices. / This study finds out that there are underlying commonalities in beliefs among the twelve teachers. In their opinion, the conception of Chinese language is "wen dao he yi", that means the subject does not only aim at developing students' communication skills but also providing positive values. Nevertheless, teachers' beliefs on teaching could be divided into two main orientations, namely transmission and heuristics. Transmission-oriented teachers believe that they transmit knowledge and act as directors and disciplinarians; while students are recipient of knowledge. Their major concerns of teaching are reading and writing but listening and oral practices are of secondary importance; these four areas of language are unlikely integrated in teaching. On the contrary, the heuristics-oriented teachers favour two-way and interactive teaching approaches. They regularly arrange group activities for students in diversification, and let peers learn from each other. Therefore students can be active learners while teachers are facilitators. In their view, integrating reading, writing, listening and speaking in teaching can facilitate students' learning. / 譚彩鳳. / 呈交日期: 2005年12月. / 論文(哲學博士)--香港中文大學, 2006. / 參考文獻(p. 240-261). / Cheng jiao ri qi: 2005 nian 12 yue. / Advisers: Lam Chi Chung; Yu Nae Wing. / Source: Dissertation Abstracts International, Volume: 67-11, Section: A, page: 4087. / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / School code: 1307. / Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2006. / Can kao wen xian (p. 240-261). / Tan Caifeng.

羅嘉怡. / 論文(哲學碩士)--香港中文大學, 1998. / 參考文獻: leaves 71-79. / 中英文摘要. / Luo Jiayi. / 表目次 --- p.iii / Chapter 第一章 --- 引言 / Chapter 一 --- 研究動機 --- p.1 / Chapter 二 --- 研究目的 --- p.12 / Chapter 三 --- 研究意義 --- p.13 / Chapter 第二章 --- 文獻回顧 / Chapter 一 --- 目標取向 --- p.16 / Chapter 二 --- 自我效能 --- p.20 / Chapter 三 --- 自我調控的學習策略 --- p.24 / Chapter 第三章 --- 研究設計 / Chapter 一 --- 研究對象與取樣方法 --- p.33 / Chapter 二 --- 研究工具 --- p.35 / Chapter 三 --- 資料搜集過程 --- p.38 / Chapter 四. --- 研究假設 --- p.40 / Chapter 五. --- 重要名詞演譯 --- p.41 / Chapter 六. --- 研究限制 --- p.43 / Chapter 第四章 --- 研究結果 / Chapter 一 --- 各量表的信度分析 --- p.44 / Chapter 二 --- 研究對象的閱讀理解成绩及各量表的平均數、標準差 --- p.46 / Chapter 三 --- 閱讀理解成績及各變項的關係 --- p.49 / Chapter 四 --- 各變項對學生的閱讀理解測驗成績的預測力 --- p.53 / Chapter 第五章 --- 研究結論討論與建議 / Chapter 一 --- 研究發現 --- p.59 / Chapter 二 --- 討論 --- p.63 / Chapter 三 --- 建議 --- p.68 / 參考文獻 / 英文參考文獻 --- p.71 / 中文參考文獻 --- p.11 / 附件一 --- p.80 / 附件二 --- p.89

Pedagogical content knowledge (PCK), uniquely possessed by teachers, is the expert knowledge of teaching particular subjects. While researchers have probed into the connotation of PCK from the aspects of various subjects, this study explores an area of subject teaching not yet developed in the investigation of teachers' PCK: the PCK of experienced teachers of Senior Secondary Chinese Language, particularly its connotation, foundation, and changes after the curriculum reform. / The reform of the Chinese Language Curriculum in Hong Kong has released learning materials to schools without specifying prescribed texts. Schools are required to accommodate a school-based curriculum in view of the school and its students. To design such a curriculum demands a higher level of teachers' PCK. This study, by citing how teachers managed teaching materials, adopted a qualitative approach to investigate teachers' PCK. Using case study method and via purposeful sampling, this study identified six Senior Secondary Chinese Language teachers as research subjects. Two of them came from two schools which developed their own teaching materials, while the other four belonged to two other schools which employed textbooks. / The result revealed that the PCK possessed by these Senior Secondary Chinese Language teachers comprised five dimensions of knowledge: the knowledge of the purpose of subject teaching, the knowledge of student learning, the knowledge of curriculum content, organization and teaching materials, the knowledge of instructional strategies and representations, as well as subject knowledge. After the curriculum reform, the changes in the teachers' PCK were reflected mainly from their knowledge of student learning, knowledge of curriculum content, structure and teaching materials, and knowledge of instructional strategies and representations. Some teachers put more emphasis on developing students' language ability, demonstrating a change in their knowledge of the goal of subject teaching. Subject knowledge of the teachers, which was important to them when handling teaching materials, remained the same before and after the reform. The PCK of the teachers in this case study came from: teacher education and training programmes, practice and reflection, collaboration and study, the experience of curriculum development, collaborative lesson preparation, peer observation, internal and external professional exchanges, resource sharing, etc. / This study has three significant findings. First, among all the knowledge of teachers, PCK is independent. It is the expert knowledge of teaching particular subjects, as well as an integrated expression of various knowledge dimensions during subject teaching. Secondly, subject knowledge is one of the dimensions of teachers' PCK during subject teaching. It integrates with other knowledge dimensions to realize effects. Thirdly, the knowledge dimension of instructional strategies and representations of PCK has different scopes of application. "Strategies" refers to all kinds of pre-lesson instructional design, as well as the general instruction method during actual teaching. "Representations" refers to that during subject teaching, according to specific subject content and by adopting targeting approach, teachers modify the pedagogical content so as to make it more comprehensible to students. / 周健. / Advisers: Hin-Wah Wong; Ping-Kwan Fok. / Source: Dissertation Abstracts International, Volume: 72-04, Section: A, page: . / Thesis (doctoral)--Chinese University of Hong Kong, 2010. / Includes bibliographical references (p. 394-411). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / Zhou Jian.

The importance of China as world power has led to a growing interest in and demand for learning Mandarin as a Foreign Language (MFL) worldwide. This study focuses on a comparative study of the provision of MFL in higher education in China and in South Africa. A conceptual framework was provided by examining theories of language policy planning and second language or foreign language acquisition as well as an overview of MFL provision in Chinese and South African higher education. MFL policy in China is characterised as a diffusion policy driven by economic globalisation, „soft power‟ and culture, and supported by legislation, funding and implementation. In South Africa, no specific policy underlies MFL, although motivation for MFL provision is given through strategic economic relations between South Africa and China. Against this background, a mixed-method inquiry conducted in two phases examined MFL at three purposefully selected universities in China and at the four university providers in South Africa. Phase One investigated lecturer perceptions of MFL tuition using a researcher-designed questionnaire; Phase Two explored student experiences of MFL using semi-structured interviews with purposefully selected MFL students in both countries. Findings indicated similarities in lecturer profile and differences in lecturers' perceptions regarding institutional support for MFL, particularly in institutions offering degrees in MFL, the MFL classroom environment and the curriculum. Student participants identified differences in studying MFL abroad in China and at home in South Africa in terms of class scheduling, peer and tutor support, student enrolments and design of educational programmes. All language skills were acquired more rapidly in the immersion learning context in China than in the first language dominant South African context, especially communication skills. Similarities were demonstrated in the emotional dimension of learning a new language, the main needs of MFL students, the opportunity to use or speak Mandarin, motivation to study Mandarin, and the challenges characteristic of Mandarin as a language. Recommendations for improvement of practice were given in terms of immersion context creation, opportunity to learn support, Confucius Institute facilities and exchange programmes for study abroad, lecturer and tutor improvement, and the establishment of an incentive to learn mechanism in South Africa. / Educational Studies / D. Ed. (Comparative Education)