梁崇榆. / 論文(哲學碩士) -- 香港中文大學硏究院敎育學部, 1996. / 參考文献 : leaves 1-4 (8th group). / Liang Chongyu [Leung Shung Yu]. / Chapter 第一章 --- 緖論 --- p.1.1 -1.10 / Chapter 第一節 --- 香港「中國語文科」的歷史回顧 / Chapter 第二節 --- 香港.學校的民族文化敎育 / Chapter 第三節 --- 當前中國的文化反思 / Chapter 第四節 --- 中、台、港中國語文敎學的中國文化敎育問題 / Chapter 第二章 --- 硏究的目的 --- p.2.1 226}0ؤ2.12 / Chapter 第一節 --- 敎材與敎學目標 / Chapter 第二節 --- 課程的理論探究 / Chapter 第三節 --- 敎材、敎學與文化 / Chapter 第四節 --- 敎科書、課程設計 / Chapter 第三章 --- 理論探究 --- p.3.1 226}0ؤ3.13 / Chapter 第一節 --- 文化的定義及範疇 / Chapter 第二節 --- 中國的傳統文化 / Chapter 第四章 --- 硏究的設計 --- p.4.1 一4.3 / Chapter 第一節 --- 硏究的問題 / Chapter 第二節 --- 硏究的對象 / Chapter 第三節 --- 硏究的構思 / Chapter 第五章 --- 課文分析 --- p.5.1 226}0ؤ5.25 / Chapter 第一節 --- 引言 / Chapter 第二節 --- 項目類分 / Chapter 第三節 --- 精讀課文篇章文化內容分析 / Chapter 第六章 --- 敎學設計 --- p.6.1 一6.9 / Chapter 第一節 --- 設計原則 / Chapter 第二節 --- 中國文化敎學單元示例 / Chapter 第七章 --- 限制與建議 --- p.7.1 -7.4 / Chapter 第一節 --- 歷史的悲劇 / Chapter 第二節 --- 時代的局限 / Chapter 第三節 --- 硏究的限制 / Chapter 第四節 --- 建議 / 附錄：參考書目 --- p.8.1 226}0ؤ8.4

Thesis (M.Ed.)--University of Hong Kong, 1992. / Includes bibliographical references (leaf 131-138) Also available in print.

published_or_final_version / abstract / toc / Japanese Studies / Master / Master of Philosophy

This study is an exploration of power and how it is manifested in curriculum making. More specifically, it examines the responses of actors in the physics curriculum network to a proposal to introduce a Physics, Technology and Society (PTS) version of physics in the secondary schools of Bahrain. The proposal to introduce PTS created a point of entry to explore issues of power in curriculum making and highlight some of the strategies that actors used to maintain or reconstruct power relations. Data collection consisted of three phases during which interviews were conducted with Ministry of Education personnel, university physicists and physics educators, physics teachers, university and secondary students, and industry representatives. Interviews focused on responses to: 1) an example of PTS materials (Phase One); 2) the views of other actors (Phase Two); and 3) the Ministry's decision to proceed with piloting of the PTS materials (Phase Three). From Actor-Network Theory (ANT), the responses of the various actors can be understood in terms of their efforts to maintain or reconstruct the school physics network. Furthermore, the study shows that curriculum making can be seen as a networking process in which the success of the various actors is linked to the size and strength of the networks they are able to mobilize to their position. From this point of view, the Ministry, drawing primarily on local networks, is seen to move cautiously in response to the extensive international network which university physicists maintain and which provides high status pathways for students. Power relations are network effects, and in exploring them one gains a better appreciation of the network that constructed them. Therefore, this study illuminates aspects of the school physics network, revealing its constituent actors, the strength of the links between some of its actors, and the establishment of the curriculum as an obligatory passage point. Conclusions pertaining to the nature of this network and the strategies employed by actors in constructing and maintaining power relations as they engaged in negotiating the physics curriculum are drawn. Finally, these conclusions have implications for policy in curriculum change and, more specifically, for addressing issues of power and problems that emerge when fundamental changes in secondary science are introduced.

This thesis reports on a phenomenological study, exploring contesting spaces in the / Thesis (Ph.D.) - University of KwaZulu-Natal, Durban, 2009.

Thesis (M. Ed.)--University of Hong Kong, 1988. / Includes bibliographical references (leaf 158-172).

Thesis (M. Sc.)--University of Hong Kong, 1997. / Year of submission on cover: 1997. Includes bibliographical references (leaf 99-102).

Thesis (M.P.A.)--University of Hong Kong, 1998. / Includes bibliographical references (leaf i-vii).

Thesis (PhD(Education Management and Policy Studies))--University of Pretoria, 2009. / Includes bibliographical references.

Thesis (M.Ed.)--University of Hong Kong, 1988. / Includes bibliographical references (leaves 158-172). Also available in print.