Jong, Siu-yung = 探索如何將建構式電腦遊戲化學習融入正規學校課程教學中 / 莊紹勇. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2009. / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese; includes Chinese. / Jong, Siu-yung = Tan suo ru he jiang jian gou shi dian nao you xi hua xue xi rong ru zheng gui xue xiao ke cheng jiao xue zhong / Zhuang Shaoyong.

The increasing contact between countries in today’ shrinking world indicates an urgent need for effective communication between cultures. Fundamental to satisfying this need is an understanding of cultural value systems—what factors have created them and how they interact within society. This paper addresses the value systems of two countries that recently have found themselves in positions of expanding contact, the United States (US) and the People's Republic of China (PRC). The value systems of the cultures are traced from their transference to the young of the cultures through formal educational systems to their effect on learning and perceptual sets. General implications are then suggested as to the effect of these learning and perceptual sets on the communicator styles of the cultures when meeting in a small task group setting.

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Doctoral / Doctor of Philosophy

published_or_final_version / Applied English Studies / Master / Master of Arts in Applied Linguistics

published_or_final_version / Community Medicine / Master / Master of Public Health

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

This study aims at obtaining a deeper and clearer understanding of various factors that motivate teacher to work in profit-making schools. Herzberg’s motivator-hygiene theory on motivation is adopted as the main theoretical basis. A questionnaire survey was used to gather data from English teachers in a profit-making school. Of the 95 returned questionnaires, 87 were found valid for statistic analysis which was processed by SPSS 17.0. The major findings were summarized as follows. First, the most important factor is Job Security while the least important one is Responsibility. Second, it is found that hygiene factors are more important than motivators to motivate teachers in this case school, which is not so consistent with Herzberg’s theory. Third, the results of the study also challenged the Maslow’s theory. Maslow’s statement that lower level needs must be satisfied before the desire of the next high level is not confirmed by this study. Fourth, when concerned with the relationship between teachers’ background and the motivation factors, this study showed that teachers with different gender, age, working experience, academic background and marital status have different perceptions of the importance of the factors. Further study could be follow-up to extend this study to other employees, such as middle management in schools. Since this study only answer the question “what” motivate teachers, “how” those factors affect teachers to work is another area. / published_or_final_version / Education / Master / Master of Education

Background Mental illness is one of the most stigmatized conditions in our society. Since 1990, Yankelovich [1] revealed that the mass media, including television and broadcast news, are the primary source of information about mental illness. The media are believed to play a major role in contributing to mental illness stigma via the images they portray of characters with mental illness as well as the misinformation communicated, inaccurate use of psychiatric terms, and unfavorable stereotypes of people with mental illness according to Wahl’s study [2]. However, little is known about the influence of Hong Kong media especially the TV broadcast. Therefore, this study is going to investigate Cantonese TV dramas which related on psychosis, which strongly influence the public recognition of the illness. Objective The objective of this study is to1)analyze the selected terms ‘ 痴線’ , ‘精神病’ ‘思覺失調’ and ‘精神分裂’ which were related to mental illness that present in the target dramas; 2) to investigate negative images of mental illness in the Cantonese TV dramas; 3)to investigate the relationship between the characters and the terms. Method This study investigated the domestic free television program service licensees TVB about the drama series they provide within 2001 to 2012 which broadcasted during 8pm to 10:30pm. The dramas in year 2001, 2002, 2006, 2007, 2011 and 2012 would be chosen. The terms‘ 痴線’ , ‘精神病’ ‘思覺失調’ and ‘精神分裂were selected to be analyzed. All episodes were classified by category and analyzed quantitatively. Results the term of痴線still remained the highest than other terms within the same period of these six selected year. In year 2007, the term of ‘思覺失調’ started being used 0.7% but still in a low frequency comparatively to 痴線13.3% and 精神病1.9Similar results were found in the year of 2011 and 2012. There was a decreased in using 痴線, from approximately 30 % to 10% from 2001 to 2012. There was also an obvious decrease in using the term of ‘精神病’ from 10% to 1% from 2001 to 2012. In general, many of the references to mental illness were about a character's actions in a situation rather than a character's nature or mental state. Characters who received these terms were depicted negatively in the majority of occurrences. Conclusion The stigma of psychiatric illness is a negative factor in its presentation, detection and treatment. The mass media’s power to impact public perception and the degree to which people are exposed to media representations makes the mass media one of the most significant influences in developed societies. Many studies including this study showed that the media tends to skew reality. People with mental illness were depicted in negative ways and it damaged their self-esteem as a result, they would not going to seek treatment. / published_or_final_version / Psychological Medicine / Master / Master of Psychological Medicine