鄧薇先. / 論文(哲學博士)--香港中文大學, 2001. / 參考文獻 (p. 215-236) / 中英文摘要. / Available also through the Internet via Dissertations & theses @ Chinese University of Hong Kong. / 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. / Deng Weixian. / Lun wen (Zhe xue bo shi)--Xianggang Zhong wen da xue, 2001. / Can kao wen xian (p. 215-236) / Zhong Ying wen zhai yao.

Chan, Kin-sang, Jacqueline. / "August 2003." / Thesis (Ed.D.)--Chinese University of Hong Kong, 2003. / Includes bibliographical references (p. 278-291). / 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. / Abstracts in English and Chinese.

"Dec 2003." / Thesis (Ed.D.)--Chinese University of Hong Kong, 2003. / Includes bibliographical references (p. 224-246). / 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.

Furthermore, whether they have the conscious and courage to break through the restraint which is given by the educational bureau and the school or not, they could be divided into two categories: the dependent inner-control empowerment and the transcendent inner-control empowerment. For example, if teachers confine their reflection within the existing value norm, we describe it as dependent inner-control empowerment. As for the LATQ teachers, they possess outer-control empowerment which makes teachers analyze and judge their own teaching practice from others' standards. (Abstract shortened by UMI.) / Lastly, in terms of how practical reflections influence teachers' professional development, the reflections of HTQ and LATQ teachers share a common characteristic. That is, they are both an active learning process of the teachers, even though the reflections are the results of outside forces. And the differences among the two groups of teachers are as follows: (a) the HTQ teachers look at their own professional experiences as the important basis reflection. (b) In terms of the process of reflection, the outcomes of the point by point summarizing process lead to the incremental change in teaching style while the outcome of systematic inquiry is the fundamental change in the renovation of espoused theories and theory-in-use. (c) As for the HTQ teachers, the ability of understanding, controlling and creating practice from reflections has given them inner-control empowerment. / Secondly, practical reflection results from the interaction between teachers' habitus and school field. The main factors in teachers' habitus that influence teachers' practical reflection are the attitudes and motivations of teachers' professional development, educational beliefs, the time of reflection and the competence of inquiry. The main factors in school field that influence teachers' practical reflection include principals' assumption of teachers' learning motivation (compelling), the need of school image management (performance), freedom for teachers' professional development (freedom), the concept of teaching and learning (focus on student learning) and teachers' culture (learning & communication). / The great demands of creative talents in knowledge economy and the pursuit of better humanistic teaching and learning challenge teachers' professional competency. Teachers are expected to be more adaptive and creative in curriculum implementation. Theoretically, teachers' practical reflection is the process of curriculum deliberation and creation. In this context, the inquiry into practical reflection has important theoretical contributions on how to advance curriculum implementation and teacher professional development. / The main research findings are as follows: Firstly, there are intrinsic differences in contents, levels and process of practical reflection between HTQ and LATQ teachers. / The present study addresses the following three questions. (1) What practical reflection has been done in curriculum implementation? (2) Which factors influence teachers' practical reflection? (3) How practical reflection affects teachers' professional development? / 趙明仁. / 論文(哲學博士)--香港中文大學, 2006. / 參考文獻(p. 261-272). / Adviser: Hin Wah Wong. / Source: Dissertation Abstracts International, Volume: 68-03, Section: A, page: 0869. / 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. / Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2006. / Can kao wen xian (p. 261-272). / Zhao Mingren.

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.

Change is the central feature of our current age. The past two decades has not only witnessed the surge of emotion study in education, but also a return of large-scale change in the global educational filed. Given this context, the Senior Secondary School (SSS) curriculum reform in Mainland China, which has been put into practice since September 2004, can be regarded as a local response to this global trend. / There has been an emotional revolution in the field of social science since the beginning of the 1980s; emotion has gradually become a remarkable research topic in many subjects encompassing philosophy, sociology, psychology, history, and anthropology, etc. Accompanying this emotional revolution is an unceasing increase of research on emotion in the field of education since the middle of 1990s. However, compared with the emotional studies in the domains of teaching and educational leadership, there is far less than sophisticated understanding of teacher emotion during the process of curriculum implementation in the literature. / This research is informed by symbolic interactionism in interpreting the relationship between curriculum implementation and teachers' emotions. To be more specific, all research findings are integrated into a 3-level "Self-Interaction-Society" framework. On the level of self, emotion is the product of teachers' efforts to reframe their identities in curriculum implementation, and teachers' emotional labor reflects their presentation of self by the use of emotions. On the level of human interaction, teachers' emotions are influenced by the emotional geographies and emotional dilemmas, which respectively result from "teacher-others" interactions and "reform-situation" tensions in curriculum implementation. On the level of social structure, teachers are not only constrained by the particular emotional rules in curriculum implementation, but also employ many strategies to cope with the constraints of the situations, which effectively bridges the interactions between the curriculum implementation and teachers' emotions. / Through the exploration of teachers' emotions and changes in curriculum implementation, this research adds the once-neglected dimension of teacher emotion into curriculum implementation research. This research finds the adaptive functions that teachers play in curriculum implementation, confirms teacher's position as change agent in reform, and recognizes the value of cultural-individual perspective in understanding curriculum implementation and teachers' emotions. These findings remind us that if curriculum implementation wants to achieve the ideal effects, reformers need to take into consideration subjective meanings that individual teachers attach to the reform. Teachers' emotions are one integral part of the meanings. Furthermore, they also need to concern the reciprocal influences between the subjective meanings and curriculum implementation. When the pace of large-scale reform and individual teachers' emotional and behavioral changes are well accommodated, curriculum implementation is more likely to achieve its goals. These findings bring some implications for the implementation of SSS curriculum reform in Mainland China. (Abstract shortened by UMI.) / 尹弘飈. / 論文(哲學博士)--香港中文大學, 2006. / 參考文獻(p. 230-252). / Advisers: Chi Kin John Lee; Sin Pui Cheung. / Source: Dissertation Abstracts International, Volume: 68-03, Section: A, page: 0868. / 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. / Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2006. / Can kao wen xian (p. 230-252). / Yin Hongbiao.