黎萬紅. / 論文(碩士) -- 香港中文大學硏究院敎育學部, 1995. / 參考文獻: leaves 158-165. / Li Wanhong. / Chapter 第一章： --- 問題闡釋 / Chapter 第一節： --- 職業敎育的興起 --- p.1 / Chapter 第二節： --- 發展中國家職業敎育的發展 --- p.3 / Chapter 第三節： --- 農村敎育問題的論爭 --- p.5 / Chapter 第四節： --- 職業敎育的「適切性」 --- p.7 / Chapter 第五節： --- 中國職業敎育發展 --- p.12 / Chapter 第六節： --- 中國鄉鎭發展與農村敎育的關係 --- p.16 / Chapter 第七節： --- 主要硏究問題 --- p.21 / Chapter 第二章： --- 文獻綜述 --- p.22 / Chapter 第三章： --- 硏究設計 / Chapter 第一節： --- 硏究目的 --- p.28 / Chapter 第二節： --- 硏究範圍 --- p.29 / Chapter 第三節： --- 硏究對象 --- p.30 / Chapter 第四節： --- 硏究方法 --- p.31 / Chapter 第五節： --- 硏究限制 --- p.33 / Chapter 第四章： --- 新會市荷塘鎭及崖西鎭的槪況與職業敎育的發展 / Chapter 第一節： --- 新會市職業敎育的發展 --- p.34 / Chapter 第二節： --- 新會市荷塘鎮的槪況 --- p.34 / Chapter 第三節： --- 新會市崖西鎭的槪況 --- p.39 / Chapter 第四節： --- 荷塘鎭及崖西鎭職業敎育的發展情況 --- p.44 / Chapter 第五節： --- 小結 --- p.62 / Chapter 第五章： --- 職業敎育「適切性」的第一度向一職業敎育的功能 / Chapter 第一節： --- 影響職業敎育內在的因素 --- p.65 / Chapter 第二節： --- 職業敎育的外在功能 --- p.80 / Chapter 第三節： --- 小結 --- p.94 / Chapter 第六章： --- 職業敎育「適切性」的第二度向--職業敎育的內容：工作崗位 的實際需要 / Chapter 第一節: --- 僱主的招聘條件 --- p.98 / Chapter 第二節： --- 僱主的需要 --- p.99 / Chapter 第三節： --- 影響員工升遷的重要因素 --- p.107 / Chapter 第四節： --- 僱主對職業敎育的看法 --- p.113 / Chapter 第五節： --- 在職畢業生的看法 --- p.117 / Chapter 第六節： --- 工作崗位的實際需要--僱主與在職畢業生的看法 --- p.120 / Chapter 第七節： --- 職業敎育的內容--僱主與在職畢業生的看法 --- p.121 / Chapter 第八節： --- 學校敎育與工作崗位需要的配合 --- p.122 / Chapter 第九節： --- 小結 --- p.124 / Chapter 第七章： --- 職業敎育「適切性」的第三度向--職業敎育與勞動市場的關係 / Chapter 第一節： --- 勞動市場的需求 --- p.126 / Chapter 第二節： --- 敎育與勞動市場的配合 --- p.131 / Chapter 第三節： --- 小結 --- p.134 / Chapter 第八章： --- 總論 / Chapter 第一節： --- 對「適切敎育」論爭的回應 --- p.137 / Chapter 第二節： --- 中國職業敎育的發展 --- p.139 / Chapter 第三節： --- 實地考察的一些體驗 --- p.141 / 註釋 --- p.144 / 附件一 --- p.145 / 附件二 --- p.151 / 附件三 --- p.152 / 參考書目 --- p.158

by Tom Wood Kon. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1999. / Includes bibliographical references (leaves 217-232). / Abstracts in English and Chinese. / Chapter Chapter One: --- Introduction --- p.1 / Chapter 1.1 --- The Substantive Problem: Women's Disadvantageous Position in Educationin China before 1842 --- p.2 / Chapter 1.2 --- Context of the Study: Education for Girls in Guangdong in 1930s --- p.4 / Chapter 1.2.1 --- Political Environment in 1930 China --- p.6 / Chapter 1.2.2 --- Economic Conditions --- p.8 / Chapter 1.2.3 --- Education in Rural Areas --- p.10 / Chapter 1.2.4 --- Guangdong in the 1930s --- p.11 / Chapter 1.3 --- Perspectives of the Study: Symbolic Interactionism --- p.14 / Chapter 1.4 --- Significance of the Study --- p.15 / Chapter 1.5 --- Research Questions --- p.15 / Chapter Chapter Two: --- Theoretical Context of the Study: --- p.18 / Chapter 2.1 --- Symbolic Interactionism --- p.18 / Chapter 2.2 --- Sociology of Education: The Processes of Schooling --- p.20 / Chapter 2.2.1 --- The Deweyan Perspective --- p.20 / Chapter 2.2.2 --- The Structural-Functionalist Perspective --- p.21 / Chapter 2.2.3 --- Structural-Functionalist View of Knowledge --- p.22 / Chapter 2.2.4 --- Schooling and Theories of Reproduction --- p.23 / Chapter (1) --- Economic-Reproductive Model --- p.23 / Chapter (2) --- Cultural-Reproductive Model --- p.23 / Chapter (3) --- Hegemonic-State Reproductive Model --- p.24 / Chapter 2.2.5 --- Schooling and the Theories of Resistance --- p.26 / Chapter 2.2.6 --- The New Sociology of Education --- p.27 / Chapter 2.2.7 --- Paulo Freire's View on Schooling Process --- p.32 / Chapter 2.3 --- Benefits of Schooling --- p.33 / Chapter 2.3.1 --- Structural-Functionalist Theory --- p.34 / Chapter 2.3.2 --- Human Capital Theory --- p.36 / Chapter 2.3.3 --- Education and State Formation --- p.38 / Chapter 2.3.4 --- Benefits from Individual Points of View --- p.40 / Chapter 2.4 --- The Question of Applicability --- p.42 / Chapter Chapter Three: --- Historical Context of the Study --- p.45 / Chapter 3.1 --- Women's Education in China before 1942 --- p.45 / Chapter 3.2 --- "Development of Women Education in China, 1842-1930s" --- p.49 / Chapter 3.2.1 --- The Contribution of Mission Schools --- p.50 / Chapter 3.2.2 --- The Private Schools for Girls --- p.55 / Chapter 3.2.3 --- The Government Efforts in Girls' Education --- p.57 / Chapter 3.2.4 --- Educational conditions in Guangdong --- p.61 / Chapter 3.2.5 --- Portrait of the First Girl School --- p.63 / Chapter Chapter Four: --- Research Design --- p.66 / Chapter 4.1 --- Definition of Key Concepts --- p.66 / Chapter 4.1.1 --- Benefits of Schooling --- p.66 / Chapter 4.1.2 --- Schooling Process --- p.67 / Chapter 4.1.3 --- Curriculum and Hidden Curriculum --- p.67 / Chapter 4.2 --- The Scope of Study --- p.68 / Chapter 4.3 --- Research Methods --- p.70 / Chapter 4.3.1 --- Qualitative Studies --- p.70 / Chapter 4.3.2 --- In-depth Interview --- p.72 / Chapter 4.3.3 --- Documentary and Textual Analysis --- p.73 / Chapter 4.4 --- Sample Selection --- p.76 / Chapter 4.5 --- Data Collection and Organization --- p.77 / Chapter 4.6 --- Limitations of the Study --- p.78 / Chapter Chapter Five: --- The Profiles of the Respondents --- p.80 / Chapter 5.1 --- Ru - Daughter of a Doctor of Chinese Medicine --- p.80 / Chapter 5.2 --- Fang 226}0ؤ Daughter of a Postman --- p.83 / Chapter 5.3 --- Rong 226}0ؤDaughter of a Restaurant Owner --- p.87 / Chapter 5.4 --- Qing 226}0ؤ Daughter of a Judge --- p.90 / Chapter 5.5 --- Summary --- p.93 / Chapter Chapter Six: --- Acquisition of the Educational Opportunity --- p.97 / Chapter Chapter Seven: --- The Origins and Development of the Girls' School --- p.106 / Chapter 7.1 --- The Origins --- p.106 / Chapter 7.2 --- Development of the School --- p.107 / Chapter 7.2.1 --- The Tianma Lane Period (1928-33) --- p.107 / Chapter 7.2.2 --- The Tengfeng Road Period (1934-37) --- p.109 / Chapter 7.2.3 --- The Liangjiao Period (1937-38) --- p.111 / Chapter 7.3 --- Sources of Students --- p.114 / Chapter Chapter Eight : --- Reconstruction of the Schooling Processes --- p.116 / Chapter 8.1 --- The Physical Environment --- p.116 / Chapter 8.2 --- Assembly --- p.119 / Chapter 8.3 --- Curriculum --- p.125 / Chapter 8.4 --- Extra-curricular Activities --- p.135 / Chapter 8.5 --- Anti-Japanese Activities --- p.137 / Chapter 8.6 --- Communist Activities --- p.142 / Chapter 8.7 --- Social Environment --- p.144 / Chapter 8.7.1 --- The Principals --- p.145 / Chapter 8.7.2 --- The Teachers --- p.149 / Chapter 8.7.3 --- The Classmates --- p.157 / Chapter Chapter Nine: --- The Outcomes of Schooling --- p.163 / Chapter 9.1 --- Life as a Teacher During Social and Political Upheavals --- p.163 / Chapter 9.1 --- The Impact of War --- p.163 / Chapter 9.1.3 --- The Meaning of Education --- p.167 / Chapter 9.1.3 --- Application of Knowledge --- p.171 / Chapter 9.2 --- Teaching Life in the 'New China' --- p.178 / Chapter 9.2.1 --- Attitudes towards the New State --- p.179 / Chapter 9.2.2 --- The Orientation of Values --- p.181 / Chapter 9.2.3 --- Life as Teacher --- p.184 / Chapter 9.3 --- Benefits of Schooling --- p.193 / Chapter 9.3.1 --- The Elitist Education --- p.193 / Chapter 9.3.2 --- Independence of Educated Women --- p.194 / Chapter 9.3.3 --- Being Competent and Active Participation --- p.196 / Chapter 9.3.4 --- The Impact of Knowledge --- p.198 / Chapter 9.3.5 --- Cultivation of Critical and Rational Mind --- p.200 / Chapter 9.3.6 --- The Search for Freedom of Love and Marriage --- p.202 / Chapter 9.3.7 --- We are Graduates of 1937 --- p.205 / Chapter 9.3.8 --- The Bond of Sisterhood --- p.208 / Chapter 9.4 --- Conclusion --- p.210 / Interview Guide --- p.213 / Glossary --- p.214 / Reference in English --- p.217 / Reference in Chinese --- p.227

呂宇俊. / "2002年6月" / 論文 (神道學碩士)--香港中文大學, 2002. / 參考文獻 (leaves 41-42) / "2002 nian 6 yue" / Lü Yujun. / Lun wen (shen dao xue shuo shi)--Xianggang Zhong wen da xue, 2002. / Can kao wen xian (leaves 41-42) / Chapter 壹. --- 引言 --- p.1-2 / Chapter 一´Ø --- 硏究背景與動機 --- p.1 / Chapter 二´Ø --- 硏究目的 --- p.2 / Chapter 貳. --- 生命教育 --- p.2.7 / Chapter 一 ´Ø --- 「生命教育」的緣起 --- p.3 -5 / Chapter 二´Ø --- 台灣前線教育工作者對生命教育理解 --- p.5 -7 / Chapter 叁. --- 香港需要生命教育 --- p.8-9 / Chapter 肆. --- 香港前線宗教老師看生命教育與宗教教育 --- p.10 -17 / Chapter 一 ´Ø --- 硏究方法與步聚 --- p.10-11 / Chapter 1. --- 硏究對象 / Chapter 2. --- 問卷設計與資料搜集 / Chapter 二´Ø --- 前線宗教老師看生命教育 --- p.11 / Chapter 1. --- 你認爲甚麼是「生命教育」？（問題一） --- p.11 -13 / Chapter 2. --- 你認爲「生命教育」必須包含那些元素？（問題二） --- p.14 -16 / Chapter 3. --- 分析 --- p.17 / Chapter 三´Ø --- 前線宗教老師看生命教育與宗教教育 --- p.18 -24 / Chapter 1. --- 你認爲「生命教育」與「宗教教育」有甚麼關係，又有甚麼分別？ (問題三） / Chapter 1.1. --- 調查結果 --- p.18 -20 / Chapter 1.2. --- 分析 --- p.20 -21 / Chapter 2. --- 你怎樣看現今中學的「宗教教育」？（問題五） / Chapter 2.1. --- 調查結果 --- p.22-23 / Chapter 2.2. --- 分析 --- p.23-24 / Chapter 3. --- 小結 --- p.24 / Chapter 伍´Ø --- 中學生需要怎樣的生命教育與宗教教育 --- p.25 -33 / Chapter 1. --- "你認爲現今的中學生,需要怎樣的「生命教育」？（問題四）" / Chapter 1.1. --- 調查結果 --- p.25-28 / Chapter 1.2. --- 分析 --- p.28 -29 / Chapter 2. --- 你認爲現今的中學生，需要怎樣的「宗教教育」？（問題六） / Chapter 2.1. --- 調查結果 --- p.29-31 / Chapter 2.2. --- 分析 --- p.31 / Chapter 3. --- 小結 --- p.32 -33 / Chapter 陸´Ø --- 教會學校在推行「生命教育」的角色 --- p.34 -39 / Chapter 一 ´Ø --- 生命教育的基礎是宗教性的 --- p.35 -36 / Chapter 二 ´Ø --- 教會學校在推行「生命教育」能夠作出的貢獻：信仰基礎和宗教老師頁 --- p.36 / Chapter 1. --- 基督宗教的本質對「生命教育」的肯定 / Chapter 1.1. --- 人的本質 --- p.36-37 / Chapter 1.2. --- 生命的目的 --- p.37 -38 / Chapter 1.3. --- 愛的教育 --- p.38-39 / Chapter 2. --- 基督宗教老師能擔當促進者 --- p.39 / Chapter 3. --- 小結 --- p.39 / Chapter 柒. --- 結論 --- p.40 / Chapter 捌. --- 參考書目 --- p.41-42 / Chapter 玖. --- 附錄 --- p.43_44 / 附錄一 ：「宗教與人生一優質生命教育的追尋」 --- p.43 / 附錄二 ：參與「學校夥伴計劃」之學校名單 --- p.44

本文以明人對宦官態度轉變及其相應行動爲中心，著重從政治文化互動的角度，探討在明代君權專制強化而滋生發達宦官政治情況之下，士大夫如何因應這一政治結構和政治生態的變化，調整思維與行動的方式，施展和落實儒家的政治理想與目標的過程、言行表現及其意義。 / 本文認爲明代中後期的士大夫在對待宦官態度與問題上，出現重要的轉變與調適，他們趨向於呼籲改變與宦官對立的關係，普遍強調宦官具備與常"人"一致的天性與善端，主張以引導和"教化"的方式令其從善。這一思維轉向的要義，是中晚明的士大夫在承認宦官官僚政治和認識宦官顯著角色及地位的基礎上，思考通過"改造"宦官進而改善政治。 / 中晚明時期這股思維轉向更重要地表現為以"化宦"為中心内容的行動與實踐。對宦官讀書之所--内書堂重振的共識與努力以及撰作宦官教化用書，即是這一實踐的直接落實。中晚明人士在内書堂教育和撰作宦官教化書籍中，均重視以歷史和本朝歷史上的宦官善惡實例來強化宦官道德理想教育，感召和鼓勵其去惡向善、忠君愛國以及輔養君德。這是他們借"化宦"來"格君"的努力，是他們施展上層經世理想的表現和重要内容。 / 在晚明集中出現的衆多宦官教化用書中，萬曆初王畿所作"化宦"書《中鑒錄》是一本對宦官有實際影響和感召力的著作。這與書中揚棄傳統偏見，尊重並同情宦官歷史，鼓勵他們具有常"人"的良知等情形密切關係。與之相反的個案則是張世則撰作的《貂璫史鑒》，以受到宦官排斥告終。其"成敗"視乎它們有否契合中晚明以來宦官在知識文化增廣之餘主體和自我意識提高的趨向。 / 綜核本文討論所得，主要有以下三點認識。第一，明代士人與宦官的關係複雜多樣，不能以對抗與勾結的二元結構予以簡單處理。中晚明時期不斷出現的"化宦"思想和實踐顯示，士大夫傾向於覺得他們與宦官處於同一政治文化之中，並且有意強化已趨"一體"的向路。第二，在政治現實不利和政治空間有限的情況下，明代士大夫能務實而敏銳地利用"化宦"來"格君"，可見他們不曾放棄得君行道的理想，熱情未減。這是政治與文化之間高度呼應、交互影響與滲透的應有真義和全貌。第三，儒家核心價值系統中的原則為後人改造世界提供精神和經典的來源。中晚明人士思考宦官具有"人"的面向與價值並將他們納入"有教無類"之中，顯示儒家價值系統只有回到現實政治與社會生活中並積極地予以回應，摸爬滾打中，才能得到充實和實踐。這是儒學實踐性的特點和要求。 / This dissertation studies the attitudes and actions of scholar-officials to the eunuchs in the Ming dynasty. From the perspective of political and cultural interaction, it explores how scholar-officials coped with changes in the political structures and political ecologies in which eunuch politics became a major issue of government. It examines scholar-officials’ thinking and action in dealing with the eunuchs while attempting to implement their political ideal when monarchical despotism reigned in Ming times. / The study finds that there are important changes in scholar-officials’ attitudes in mid and late Ming times. Instead of discrimination against eunuchs they tended to see eunuchs as their equal as human beings. They believed that eunuchs have similar human nature and humaneness as theirs, and advocated making them good imperial servants by moral and civil education. They adopted an approach that government improvement can be achieved by “transforming the eunuchs through a Confucian-based education and recognizing the eunuch’s significant role and status in the imperial government. / Mid and late Ming scholar-officials were eager to put their new ideas into actions. They were keen in reviving the Nei Shu Tang（内書堂）, the eunuch school in the palace and in writing books specially intended to educate the eunuchs. These books have a common focus on the eunuch’s moral sense. Good and bad examples from history are cited to encourage them to get rid of evil thought and action and to cultivate their good sense to serve their monarchs and the imperial court well and loyally, thus also to help improve the monarch’s character and enhance his virtues. I consider such effort by mid and late Ming scholar-officials to improve the emperor through educating the eunuchs a key form of upper-level statecraft. / The research finds that the Zhong Jianlu（《中鑒錄》/ Mirror of the Eunuchs）written in the very beginning of the Wanli period by Wang Ji（王畿）, the most famous student of Wang Yangming（王陽明）, was a very effective education book for enlightening the eunuchs. The success of the book owes much to the respect and sympathy it show for the eunuchs. It considers them as ordinary human beings with conscience and good will rather than discriminating them by traditional prejudice. By contrast, the Diaodang Shijian（《貂璫史鑒》/Historical Mirror of the Eunuchs）written by Zhang Shize（張世則）in the middle period of the Wanli emperor, although also aiming to educate the eunuchs, failed to attract them because of a different approach to its presentation. These two examples shows that whether an education book was accepted by the eunuchs depends on whether it responded aptly to eunuch population’s increase in knowledge and cultural achievement, as well as eunuchs’ awareness of their importance in late Ming times. / In conclusion, this dissertation presents the following three views. First, the relationship between the scholar-officials and the eunuchs, which was often considered in oppositional or conflicting terms, was more complex and diverse. Scholar-officials in mid and late Ming times came to realize, and emphasized, that their political culture should be shared by the eunuchs. Second, Ming scholar-officials were pragmatic attempting to rectify their monarchs by educating the eunuchs, who were their immediate servant. This also shows that scholar-officials still had strong interest in influencing the monarch with their ideals and values at the highest level of imperial government. Third, scholar-officials’ consideration of eunuchs as their fellow human beings capable of being educated for good heart and behavior suggests that the Confucian value system worked in a positive way only when abiding to the reality of political and social life. The practice of Confucian learning finds expression and meaning not in empty theories. / 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. / 吳兆丰. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2012. / Includes bibliographical references (leaves 312-336) / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / Wu Zhaofeng. / Chapter 第一章 --- 緒論 --- p.9 / Chapter 一 --- 政治、制度史研究中的明代宦官 --- p.10 / Chapter 二 --- 明代宦官與士大夫關係研究的現狀 --- p.22 / Chapter 三 --- 社會文化視角下的明代宦官 --- p.27 / Chapter 四 --- 本文的結構和內容安排 --- p.31 / Chapter 第二章 --- "攻宦"的效果與思考：以成化名臣王恕為中心 --- p.33 / Chapter 一 --- 引言 --- p.34 / Chapter 二 --- "攻宦"與王恕名節的建立 --- p.35 / Chapter 三 --- "攻宦"與王恕"格君"的努力 --- p.40 / Chapter 四 --- 成化末王恕奏疏的彙刊與謀劃入閣的關係 --- p.46 / Chapter 五 --- 餘論："攻宦"的名與實 --- p.54 / Chapter 第三章 --- 調適與轉變：明中後期士大夫對宦官的省思 --- p.57 / Chapter 第一節 --- 真德秀《大學衍義》對宦官的態度及其"反響" --- p.58 / Chapter 一 --- 《大學衍義》齊家之要--目的設置用意 --- p.58 / Chapter 二 --- 《大學衍義》對宦官的態度與定位 --- p.62 / Chapter 三 --- 《大學衍義》宦官部份在明代的反響 --- p.68 / Chapter 第二節 --- 明成、弘年間士大夫對"化宦"的思考與嘗試 --- p.77 / Chapter 一 --- "宦侍亦人也"：丘濬的思考 --- p.77 / Chapter 二 --- "人皆可以為堯舜"：賀欽的嘗試 --- p.84 / Chapter 第三節 --- 正、嘉年間士人對"化宦"的強調與共識 --- p.90 / Chapter 一 --- "性無內外"與"不以類求"：湛若水的個案 --- p.90 / Chapter （一） --- 《聖學格物通》及其對議禮的態度 --- p.90 / Chapter （二） --- "性無內外"：《格物通》對"得宦"的強調 --- p.96 / Chapter （三） --- "不以類求"： 湛若水與太監丘得的來往 --- p.100 / Chapter 二 --- "有教無類"：正、嘉年間儒臣對宦官的普遍共識 --- p.102 / Chapter （一） --- 從黃佐、方鵬到王瓊、顧應祥："不以其人而沒其善" --- p.103 / Chapter （二） --- 何瑭："内臣未必無君子，外臣未必無小人" --- p.105 / Chapter （三） --- 唐樞："有教無類" --- p.107 / 小結 --- p.112 / Chapter 第四章 --- "化宦"與"格君"：中晚明人士重振內書堂的共識與努力 --- p.114 / Chapter 第一節 --- "以為汙辱"：成 弘年間士大夫對內書堂的觀感和態度 --- p.115 / Chapter 第二節 --- "宮府一體"：中晚明士大夫對內書堂的重視和重振 --- p.120 / Chapter 一 --- 初振與新義：正德和嘉靖初年的情形 --- p.120 / Chapter （一） --- 景暘與何瑭 --- p.120 / Chapter （二） --- 陸深與徐階 --- p.122 / Chapter 二 --- 共識與努力：嘉靖中至萬曆中的情形 --- p.125 / Chapter （一） --- 貢汝成："患無以教之" --- p.126 / Chapter （二） --- 郭樸、孫升、趙貞吉 --- p.129 / Chapter （三） --- 李春芳、胡傑、亢思謙、汪鏜 --- p.132 / Chapter （四） --- 姚弘謨、李貴及其《思齊錄》 金達、陶大臨 --- p.136 / Chapter （五） --- 羅萬化、 黃鳳翔、 趙志皋 --- p.140 / Chapter （六） --- 黃洪憲、 張元忭及其《內館訓言》、敖文禎 --- p.143 / Chapter （七） --- 禮部的呼籲：沈鯉《典禮疏》 --- p.151 / Chapter （八） --- 內書堂教材的確定：《中鑒錄》與《貂璫史鑒》 --- p.156 / Chapter （九） --- 教材的挑戰者：焦竑周如砥《中學始肄》 --- p.157 / Chapter 第三節 --- 餘緒：啓、 禎年間的情況 --- p.163 / Chapter 一 --- 東林的聲音：錢士升 --- p.163 / Chapter 二 --- "教養內監，最是重任"：善書的強調 --- p.164 / Chapter 三 --- "我者"與"他者"：宦官劉若愚振刷内書堂的倡議 --- p.167 / 小結 --- p.171 / Chapter 第五章 --- 著作與教化：王畿編纂"化宦"書《中鑒錄》的政治背景與内容特色 --- p.173 / Chapter 一 --- 引言 --- p.173 / Chapter 二 --- 《中鑒錄》的流傳、影響及其版本問題 --- p.175 / Chapter 三 --- 萬曆初王畿編纂《中鑒錄》的背景及其推廣的努力 --- p.187 / Chapter 四 --- 《中鑒錄》初刊和復梓者太監孫隆、劉成的事略 --- p.199 / Chapter （一） --- 翻刻者劉成的生平事略 --- p.199 / Chapter （二） --- 劉成與初刊者孫隆的關係 --- p.202 / Chapter （三） --- 孫隆的生平及其首刊《中鑒錄》的背景 --- p.206 / Chapter （四） --- 孫隆再度提督蘇杭織造期間的政治表現 --- p.216 / Chapter 五 --- 《中鑒錄》的內容安排 特色與取材 --- p.224 / Chapter 六 --- 小結 --- p.239 / Chapter 第六章 --- 同調與異趨：萬曆年間的宦官教化書籍 --- p.241 / Chapter 第一節 --- 《中鑒錄》與萬曆年間宦官教化書籍的持續出現 --- p.241 / Chapter 一 --- 王畿的同調：鄒德涵的聲音 --- p.241 / Chapter 二 --- 宦官"爰書"：李騰芳《宦寺考》 --- p.243 / Chapter 三 --- "銘讒鼎而志梼杌"：徐學聚《歷朝璫鑒》 --- p.248 / Chapter 四 --- "均治"之書：劉元卿《六鑒舉要》 --- p.253 / Chapter 五 --- 勸善戒惡：胡良臣《內臣昭鑑錄》 --- p.256 / Chapter 六 --- 宦官模範：佚名《中貴芳摹》 --- p.258 / Chapter 第二節 --- 張世則《貂璫史鑒》的撰作與命運：兼與《中鑒錄》比較 --- p.259 / Chapter 一 --- 張世則的生平與思想 --- p.259 / Chapter 二 --- 《貂璫史鑒》撰作的政治背景和直接用意 --- p.261 / Chapter 三 --- 《貂璫史鑒》內容特色與其備受宦官冷遇的關係 --- p.266 / Chapter 四 --- 餘論 --- p.275 / 小結 --- p.276 / Chapter 第七章 --- 結語 --- p.277 / Chapter 一 --- 明代士人與宦官關係的重新認識 --- p.281 / Chapter 二 --- "化宦"與士人"得君行道"理想的施展 --- p.282 / Chapter 三 --- 儒家價值系統的充實和實踐 --- p.284 / Chapter 附錄一 --- 丘濬《世史正綱》宦官條目後按語 --- p.285 / Chapter 附錄二 --- 張元忭《內館訓言》 --- p.292 / Chapter 附錄三 --- 王畿《中鑒錄·中鑒答問》 --- p.297 / Chapter 附錄四 --- 王畿《中鑒錄》的按語 --- p.302 / Chapter 附錄五 --- 圖一：馮保《經書音釋》自撰跋文後之印章 --- p.310 / Chapter 附錄六 --- 圖二：金忠《御世仁風》手書跋文後之章印 --- p.311 / 參考文獻 --- p.312

本研究以是探索性為主的研究，分析從學劵政策、市場需要及辦學理念三個維度所構成的營運環境，如何影響著幼稚園校長的領導方式，以探討分佈式領導在香港幼稚園實踐中的概況；通過Harris 及其同事 (2007)、Bennett、Wise、Woods 及 Harvey (2003) 和Copland (2003) 了解分佈式領導理論的特徵，以確定個案幼稚園呈現出有關領導模式的領域；及根據MacBeath (2009) 所提出分佈式領導理論的階段式演化過程來分析其所處於的階段；並且按照Spillane (2006) 的理論模型，透過了解領導者、追隨者及情境三者隨著時間的變化的交互作用，以探究其領導實踐的形態。 / 本研究選定了三所個案幼稚園進行質化研究，以探討分佈式領導概念在香港這個特殊環境中的本土化發展概況。研究結果顯示，幼稚園所面對的營運環境，包括學前教育學劵政策、市場競爭及辦學理念等環境因素為校長帶來了五大工作領域，包括：「建立自我評核及自我完美的學校文化」、「校本管理的推行」、「建立以兒童為本的課程」、「面對市場競爭的營運環境」及「辦學理念的堅持」，擔當著「學校管理者」、「團隊建立者」及「學校文化與環境塑造者」等多元角色，傳統以個人為主的領導模式已不能夠滿足學校今天在領導上的實際需要。 / 按MacBeath (2009) 的理論模型，三所個案幼稚園中發現同屬於第一階段的「正式的分佈」、「務實的分佈」、「策略的分佈」及屬於第二階段的「漸進的分佈」。 可是，在現實的場景中未有出現第二階段的「機會的分佈」及最後階段的「文化的分佈」。 本研究發現本地的幼稚園教師普遍是「被動」地接受領導工作的任命，這與Spillane (2006) 的研究分析不同，在香港幼稚園中領導權力的分佈是「穩定的分配」。 本研究分析了華人教師受著儒家特別是「尊尊親親」一類思想的影響，對於上級領導、個人職務、家庭責任等的觀點與西方社會有著根本上的差異，從「權力慾」、「職稱」、「流動性」、「階級關係」、「領導範圍」以至「領導實踐」等也可見。然而，呈現的形態及原因縱使有異，分佈式領導確實地存在於香港的幼稚園之中。 / As an exploratory study, the influences from the Pre-primary School Voucher policy, market needs and educational philosophy upon the forms of leadership of the kindergartens are analyzed. It is the context for investigating the implementation of Distributed Leadership among kindergartens in Hong Kong. Having synthesized the relevant theoretical concepts, including Harris and et al (2007), Bennett, Wise, Woods & Harvey (2003) and Copland (2003), key characteristics of Distributed Leadership have been identified which would serve as the foundation for evaluating the case kindergartens in this study. The developmental progress of Distributed Leadership within the kindergartens have been assessed according to the framework constructed by MacBeath (2009). The relationship among leader, followers and context and its form will be examined through the theoretical model suggested by Spillane (2006). / Three kindergartens are sampled for qualitative analysis, it helps to find out the developmental process of Distributed Leadership in the local context. The findings reveal the scope of work which has been enlarged due to the present environmental conditions, it includes “establishing a school culture which recognizes self evaluation and self-perfection, “promoting school-based management, “developing children-centered curriculum, “engaging in market-driven school competition and “upholding one’s educational philosophy. School leaders are shouldering several main roles as “School administrator, “Team builder and “Shaper of school culture and environment, it reflects that the traditional leading approach taken by sole leader is no longer applicable in today’s kindergartens. / Four distinct developmental stages in Distributed Leadership at the sampled kindergartens have been identified through the lens of theoretical model constructed by MacBeath (2009), i.e. “Formal Distribution, “Pragmatic Distribution, “Strategic Distribution and “Incremental Distribution. There is no evidence to support the existence of “Opportunistic Distribution and “Cultural Distribution in the sampled cases. The findings also imply the tendency of passive acceptance of leadership responsibility or appointment among teachers, it is different from the studies done by Spillane (2006) in schools overseas. The landscape of leadership power found in Hong Kong kindergartens is in form of “stable dispersion. Teachers are still influenced by Confucianism especially on the principles of “Zun Zun Qin Qin. They respect the senior and love one’s relatives. They take a different perspective in viewing one’s supervisor, scope of work and family responsibility from a western outlook. Its influence can be found in how they see “Lust for power, “Job title, “Mobility, “Relationship among classes, “Scope of leadership and “Leading practice. The form and reason for its existence may vary, Distributed Leadership can be recognized in Hong Kong kindergartens. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 歐偉民. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2012. / Includes bibliographical references (leaves 280-301). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / Ou Weimin. / Chapter 第一章 --- 問題陳述 --- p.3 / Chapter 第一節 --- 研究背景 --- p.4 / Chapter 第二節 --- 研究目的 --- p.12 / Chapter 第三節 --- 研究的概念基礎 --- p.13 / Chapter 第四節 --- 研究問題 --- p.16 / Chapter 第五節 --- 研究意義 --- p.16 / Chapter 第二章 --- 文獻回顧 --- p.18 / Chapter 第一節 --- 學前教育政策 --- p.18 / Chapter 第二節 --- 學校領導理論及領導者的角色 --- p.41 / Chapter 第三節 --- 分佈式領導理論 --- p.64 / Chapter 第四節 --- 學券政策 --- p.85 / 本章結語 --- p.93 / Chapter 第三章 --- 研究設計與方法 --- p.95 / Chapter 第一節 --- 研究問題及概念關係闡釋 --- p.95 / Chapter 第二節 --- 設計與方法 --- p.102 / Chapter 第三節 --- 取樣方法及資料分析 --- p.104 / Chapter 第四節 --- 研究倫理與信度 --- p.108 / Chapter 第五節 --- 研究限制 --- p.109 / Chapter 第六節 --- 研究計劃的重點流程 --- p.111 / Chapter 第四章 --- 幼稚園領導者的多元角色 --- p.112 / Chapter 第一節 --- 幼稚園的營運環境 --- p.112 / Chapter 一、 --- 外在環境因素：學前教育學劵政策 --- p.113 / Chapter 二、 --- 外在環境因素：市場競爭 --- p.114 / Chapter 三、 --- 內在環境因素：辦學理念的堅持 --- p.116 / Chapter 第二節 --- 幼稚園校長的多元角色 --- p.122 / Chapter 一、 --- 建立學校文化 --- p.122 / Chapter 二、 --- 推行校本管理 --- p.126 / Chapter 三、 --- 建立課程 --- p.133 / Chapter 四、 --- 建立競爭優勢 --- p.138 / Chapter 五、 --- 落實辦學理念 --- p.148 / Chapter 第三節 --- 幼稚園校長的多元角色給領導實踐的影響 --- p.152 / p.161 / Chapter 第五章 --- 分佈式領導概念的實踐 --- p.166 / Chapter 第一節 --- 分佈式領導與幼稚園的營運及發展 --- p.166 / Chapter 第二節 --- 分佈式領導概念在幼稚園中的實踐情況 --- p.178 / Chapter 第三節 --- 香港華人社會傳統對分佈式領導實踐的影響 --- p.194 / p.200 / Chapter 第六章 --- 分佈式領導概念對幼稚園領導者的意義 --- p.205 / Chapter 第一節 --- 幼稚園領導者對於分佈式領導概念的理解 --- p.205 / Chapter 第二節 --- 幼稚園領導者對於傳統領導與分佈式領導模式的評價 --- p.213 / Chapter 第三節 --- 分佈式領導概念如何在本港幼稚園實踐 --- p.229 / Chapter 第七章 --- 結論 --- p.246 / Chapter 第一節 --- 幼稚園領導者對於分佈式領導概念的理解 --- p.246 / Chapter 一、 --- 分佈式領導概念對於香港幼兒教育的學校領導者的意義何在？ --- p.246 / Chapter 二、 --- 幼稚園校長擔當著怎麼樣的多元角色？ --- p.254 / Chapter 三、 --- 分佈式領導概念在香港幼稚園的實踐情況如何？ --- p.261 / Chapter 第二節 --- 本研究對相關理論的回應 --- p.267 / Chapter 第三節 --- 本研究對於理論實踐的回應 --- p.269 / Chapter 第四節 --- 本研究對於相關政策的建議 --- p.271 / Chapter 第五節 --- 本研究的局限 --- p.277 / Chapter 第六節 --- 後續研究的啟示 --- p.278 / 參考文獻 --- p.280 / Chapter 附錄一： --- 西方6個已發展國家的幼兒服務概況 --- p.302 / Chapter 附錄二： --- 亞洲6國的幼兒教育制度比較 --- p.306 / Chapter 附錄三： --- 世界各國的學券計劃 --- p.311 / Chapter 附錄四： --- 主要被訪談者編碼表 --- p.313

本論文運用敘說研究方式探討六位學生教師於修讀通識教師科教師教育課程期間的教師身分形塑過程，理解教師教育課程的學習經驗、學科性質與教師身分形塑之間的關係。本研究重點分為以下三部份： / 首先，從六位學生教師的經驗敘說中發現教師身分的多重性。敘說研究資料呈現出的教師身分並兩種不同性質的教師身分：一般教師身分及學科教師身分。在形塑的歷程上，兩個教師身分在建構初期階段會呈現較易於劃分，逐漸彼此相互影響並連繫在一起。 / 其次，學生教師身分形塑進程是以相似的軌跡進行，從起始時模糊、不穩定的狀態到逐漸變得清晰及穩定的教師身分形成。學生教師面對不同的影響力量的刺激，因此教師身分常處於流動而持續建構中的狀態。整體而言，學科教師身分形塑進程明顯較一般教師身分的緩慢。 / 最後，教師身分的形塑過程是受不同的外內影響力量所刺激，因而引起學生教師內外價值彼此角力，過程中逐漸形塑出具有個人特性的教師身分。影響力量可分為脈絡性、顯性及隱性的影響力量。雖然六位學生教師面對相似的影響力量，但個體的教師身分對相同影響力量的所呈現出的反應卻有很大的差異。有部份的教師身分顯示出能消弭影響力量的能力，有部份的顯示出接受影響力量的刺激後而改變形塑的進度，影響力量更會形塑教師身分，導致教學取向等的轉變。根據此研究結果顯示出教師身分形塑與個體過去經驗，及個體身處的空間有密切關係。由於身分形塑是一個個體內在自我與外在世界的對話，藉著敘說回溯經驗能提高學生教師對身分形塑的察覺，促進專業成長。 / This study explored the teacher identity shaping processes of six student teachers while they were taking Liberal Studies Teacher Education Program during their third year of study. Its purpose is to understand the relationship between the six student teachers’ learning experience of the teacher education program, the nature of the liberal studies subject matter, and the shaping process of their teacher identity. The main findings of the study include the following three points. / First, it is found out student teachers have built multiple teacher identities from the narration of their study experience. The narrative research data indicated that student teachers had two different teacher identities: general teacher identity and subject teacher identity. These two identities could be easily differentiated in the initial phase of the process of teacher identity construction, but as the process went on, the two identities interplayed with each other and became closely connected. / Second, the six student teachers have followed a similar track in the process of their identity shaping. The shaping of their teacher identity was vague and unstable in the beginning and gradually became distinct and stable. Facing stimulation from different influential forces, these student teachers’ teacher identity was usually kept in a dynamic status and was continuously constructed. In general, subject teacher identity was shaped much slower than general teacher identity. / Finally, the shaping process of their teacher identity has been stimulated by different external and internal forces. The influential forces can be categorized into three types: contextual, visible and invisible. Although all six student teachers faced similar influential forces, each individual teacher identity reacted quite differently to the similar forces. Some teacher identities showed the capacity to absorb the influential forces while some teacher identities changed their shaping rate after being stimulated by the influential forces. / Upon on these findings, the study pointed out that teacher identity has shaped by pervious experience in learning and context. Identity Shaping is a dialogue between internal self and external world. Narrative is a suitable method to assist student teacher reflects their pervious life experiences, also promote teacher personal and professional growth. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 許家齡. / "2013年3月". / "2013 nian 3 yue". / Thesis (Ph.D.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 356-373). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract in Chinese and English. / Xu Jialing. / Chapter 第一章 --- 緒論 --- p.4 / Chapter 第一節 --- 研究緣起 --- p.4 / Chapter 一、 --- 研究背景的宏觀脈絡 --- p.5 / Chapter 二、 --- 研究關注 --- p.7 / Chapter 第二節 --- 研究問題 --- p.9 / Chapter 一、 --- 研究問題的闡釋 --- p.9 / Chapter 二、 --- 相關概念的界定 --- p.10 / Chapter 第三節 --- 研究意義 --- p.12 / Chapter 第二章 --- 文獻綜述 --- p.14 / Chapter 第一節 --- 教師身分 --- p.14 / Chapter 一、 --- 身分理論綜述 --- p.14 / Chapter 二、 --- 教師身分研究綜述 --- p.33 / Chapter 三、 --- 提出教師身分理論框架 --- p.41 / Chapter 第二節 --- 教師教育 --- p.55 / Chapter 第三節 --- 香港新高中通識教育科課程 --- p.74 / Chapter 一、 --- 課程發展脈絡 --- p.74 / Chapter 二、 --- 通識教育科課程 --- p.81 / Chapter 三、 --- 通識教育科教師教育概況 --- p.90 / Chapter 四、 --- 通識教育科教師的就業前景 --- p.94 / Chapter 第三章 --- 研究設計與方法 --- p.95 / Chapter 第一節 --- 研究基本架構 --- p.95 / Chapter 第二節 --- 研究方法的確定 --- p.99 / Chapter 一、 --- 選用敘說作為研究方法的原因 --- p.99 / Chapter 二、 --- 教師身分形塑的推論過程 --- p.101 / Chapter 第三節 --- 研究設計 --- p.103 / Chapter 一、 --- 研究對象的選擇 --- p.103 / Chapter 二、 --- 研究的效度 --- p.104 / Chapter 三、 --- 資料搜集的方法 --- p.107 / Chapter 四、 --- 資料的整理與分析 --- p.113 / Chapter 第四章 --- 學生教師身分的敘說故事 --- p.119 / Chapter 第一節 --- 學生教師的集體經驗 --- p.119 / Chapter 第二節 --- 教師身分形塑的故事 --- p.124 / Chapter 一、 --- 阿雪的教師身分敘說故事 --- p.124 / Chapter 二、 --- 阿知的教師身分敘說故事 --- p.150 / Chapter 三、 --- 阿四的教師身分敘說故事 --- p.185 / Chapter 四、 --- 阿惠的教師身分敘說故事 --- p.219 / Chapter 五、 --- 阿希的教師身分敘說故事 --- p.243 / Chapter 六、 --- 阿佳的教師身分敘說故事 --- p.268 / Chapter 第五章 --- 討論 --- p.296 / Chapter 第一節 --- 敘說教師身分：學科教師身分與一般教師身分 --- p.296 / Chapter 一、 --- 教師身分的多重性 --- p.296 / Chapter 二、 --- 教師身分的形塑過程 --- p.298 / Chapter 第二節 --- 教師身分形塑過程及其影響力量 --- p.311 / Chapter 一、 --- 影響力量的分類及強度 --- p.311 / Chapter 二、 --- 影響力量對教師身分的形塑 --- p.313 / Chapter 第六章 --- 研究結論與啟示 --- p.342 / Chapter 第一節 --- 結論 --- p.342 / Chapter 一、 --- 理論化學生教師的敘說身分：橫向空間及縱向時間形塑 --- p.342 / Chapter 二、 --- 一般教師身分與學科教師身分的關係 --- p.348 / Chapter 第二節 --- 反思與建議 --- p.352 / Chapter 一、 --- 敘說訪談的真相 --- p.352 / Chapter 二、 --- 敘說．反思．研究 --- p.353 / Chapter 三、 --- 建議 --- p.355 / 參考文獻 --- p.356

呈交日期: "1999年12月" / 論文(博士)--香港中文大學, 2000. / 參考文獻 (p. 128-138) / 中英文摘要. / Cheng jiao ri qi: "1999 nian 12 yue" / 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. / Lun wen (Bo shi)--Xianggang Zhong wen da xue, 2000. / Can kao wen xian (p. 128-138) / Zhong Ying wen zhai yao.

醫學知識的傳播在近代中國經歷了一個大衆化，普及化，商業化的過程。而以豐富的醫學著述而聞名的上海醫學書局的創辦人，集醫生、著述家、出版商、佛教居士等身份為一體的近代學者丁福保（1874-1952），則是這一過程中的關鍵人物。本文的研究主要建立在丁福保從1900年到1949年翻譯、自撰、編寫出版的各類醫學書籍及發表的醫學知識文章的基礎之上，從其產生的社會背景出發，試圖解釋出身傳統文人家庭的丁氏是如何應時代之變，一步步走向行醫及出版之路的。 / 從1909到1915年前後，丁福保和他創辦的醫學書局幾乎主導了晚清民初的醫書市場，介紹引進了日本明治維新以來出版的包括解剖生理、病理衛生等各科近百部西醫書籍，還有部分中藥及中醫著作。丁氏獲得成功的原因既在於他在商業、經濟及人際、社團網絡方面的影響力，也在於他出版的醫書適應了近代以來包括中醫、學生及普通市民在内的讀者需求。然而1915年之後，隨著西醫專業團體的興起，丁福保在西醫譯書市場中的壟斷地位迅速被取代。故對丁氏而言，1909至1915年是個非常有利的時段。本文對這個特殊時代的背景做出分析。在此之后，作爲一名佛學養生家，丁氏在醫書市場上貢獻最多的是關於個人保健衛生的通俗醫學知識。因此，丁福保的醫學知識與他對自身的認識，及其人生哲學的關係也在本文的討論範圍之内，以顯示一個傳統文人在中西醫學以及儒、道、釋文化的影響下，對以現代醫藥為代表的「現代性」的思考和身體力行。 / This thesis is a study of Ding Fubao (1874-1952)--a famous Chinese physician-publisher, lay Buddhist and classical scholar--and the role he played in the history of modern Chinese medicine. Ding’s medical ideas and practices as the founder of the Shanghai Medical Bookstore exactly mirrored the popularization and commercialization of medical knowledge in modern China. Focusing on the popularization of medical knowledge, this thesis explains how Ding--an educated man born in a traditional Chinese culture--could make use of political power, marketing and social networks to achieve success with a career of producing and disseminating modern medical knowledge. This process also reflected the relationship between Ding’s medical knowledge and his conceptions of the body with his philosophy of life; while further illuminating the conflicts and compromises in the Chinese medical circles of the time. This work is primarily based on medical books and journals produced by Ding Fubao during the Late Qing and Republican eras, from the collections of libraries in Beijing and Shanghai. / Ding Fubao and the Medical Bookshop he established in Shanghai dominated the medical book market in China from 1909 to around 1915. During this time, dozens of Japanese medical books from the time of Meiji restoration, covering areas ranging from Western medicine to Chinese medicine, were published and distributed from his bookshop. Ding’s success lay in his use of marketing and his social network. However, with the rise of Western medical professional societies, Ding lost his monopoly in the Western medical book market in China after 1915. This thesis analyzes this special background of the 1909 to 1915 area, a critical period for Ding. After 1915, as a lay Buddhist, Ding provided popular medical knowledge to the public through different kinds of modern periodicals. This dissertation also discusses the relationship between Ding Fubao's medical knowledge and his personal philosophies. Using this lens, this thesis reveals a traditional scholar of Chinese and Western medicine who was influenced by Confucianism, Buddhism and Taoism, as a representative of modern medical theory and practice. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 劉玄. / "2013年5月". / "2013 nian 5 yue". / Thesis (Ph.D.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 173-183). / Abstract in Chinese and English. / Liu Xuan. / 中英文摘要 --- p.ii / 致謝 --- p.iv / 目次 --- p.vi / Chapter 圖一： --- 丁福保醫書廣告 --- p.vii / Chapter 圖二： --- 丁福保出版醫書與原著日本醫書封面對比 --- p.viii / Chapter 第一章、 --- 導論 --- p.1 / Chapter 第一節 --- 前言：從晚清時期《申報》刊登的一則廣告說起 --- p.1 / Chapter 第二節 --- 歷史背景與問題討論 --- p.8 / Chapter 第三節 --- 研究要旨與章節架構 --- p.24 / Chapter 第二章、 --- 從科舉生員到吸收新學的出版家：丁福保與「丁氏醫學叢書」 --- p.28 / Chapter 第一節 --- 從科舉生員到京師大學堂新學講師 --- p.29 / Chapter 第二節 --- 1909年南洋大臣醫科特考與赴日考察醫學 --- p.37 / Chapter 第三節 --- 商業、教育與實用的綜合-「丁氏醫學叢書」發行的考慮 --- p.43 / Chapter 第三章、 --- 海上知名度的建立：丁福保的社會交友網絡 --- p.57 / Chapter 第一節 --- 中西醫之間--丁福保與他的醫界同儕 --- p.58 / Chapter 第二節 --- 醫學與商業--丁福保與他的「授業門生」 --- p.75 / Chapter 第三節 --- 海上名耆聲望的擴大：丁福保與滬上各界社會名流的往來 --- p.83 / Chapter 第四章、 --- 「衛生普及」與「科學中醫」：丁福保在民國時期的醫學活動 --- p.95 / Chapter 第一節 --- 出版品的變化 --- p.96 / Chapter 第二節 --- 中西混雜的健壽法--丁福保與大眾報刊中的健康衛生知識 --- p.102 / Chapter 第三節 --- 「科學中醫」與《國藥新聲》 --- p.120 / Chapter 第五章、 --- 丁福保對「時代病」的時代認識與他的醫學世界 --- p.131 / Chapter 第一節 --- 「改良舊醫學」與「宣傳新衛生」：丁福保眼中的肺癆病 --- p.132 / Chapter 第二節 --- 「西醫」還是「國醫」：「中西醫名家」丁福保的醫學造詣探討 --- p.151 / Chapter 第六章、 --- 結語 --- p.162 / 參考書目 --- p.173

香港教育歷史書寫以教育政策史為核心，一直缺乏有關鄉村學校的研究。本地教育史研究者多數將鄉村學校納入傳統中國學塾的想像，或簡化成一種過渡式的教育模式。在殖民管治新界的歷史時空下，鄉村學校的具體面貌，及其在不同階段的轉型和社會功能都被忽略。本研究以有別於主流教育歷史研究的書寫方式，嘗試將鄉村學校與新界殖民管治、新市鎮規劃、鄉村社群與城市文化拉扯等範疇連結起來，多角度重塑新界鄉村學校與整體社會脈絡的互動。本研究透過說明新界鄉村學校的歷史發展過程，目的是為了突顯鄉村學校並非鐵板一塊。鄉村教育與鄉村社區文化緊密結合，學校的發展形態多樣而且教學生活化。 / 本研究先從描繪鄉村學校與新界殖民歷史的關係出發，指出鄉村學校的興起與戰後殖民政府改變新界管治方針，普及教育的政治功能，以及現代教育體制的建立有密切關係。為強調鄉村學校的地緣特色，本文會以兩所新界鄉村學校為個案研究對象。本文藉著訪問、挖掘學校文獻、整理現存的口述歷史研究報告及相關歷史資料，介紹兩所新界鄉村學校的辦學理念、發展沿革、教學特色。本研究最後將提到1997 年後鄉村學校面臨大規模結束的困境，當中反映政府及民間社會對鄉村學校的不同理解和定位。本地教育史研究以線性叙事磨平地區發展差異和鄉村學校的多義性，因此本研究通過探討新界鄉村學校在本地教育史中的位置為鄉村學校研究補遺，並進一步批判以城市價值為核心的單一教育模式。 / The writing of Hong Kong education history has always focused on the side of education policy. The majority of the studies describe village schools in the New Territories as traditional and transitional form of education, which makes village school unnoticed in the academic field. It is important to review village schools differently in each historical era, and to rethink its intersection with the colonial policy, urban and rural tension, and its significant position in the process of education modernization. Unlike the mainstream education policy studies, this study relate education development with colonial governance, urbanization and evolvement in local education model. With these angles, this study will provide both macro and micro perspectives to understand how the social and cultural environments reshape village schools in the New Territories in the post-war era. / This study will first pointed out the closely linkage between village school in New Territories and the colonial rule of New Territories. The rise of village schools in the post-war period is much related to the changing ruling principle in New Territories. The political purpose of promoting mass education and the establishment of the local education system also provide a favorable environment for the booming development of village schools. / In order to emphasize how geographical factors affect village schools, this study will use two village schools in New Territories, Lam Tsuen Public School and Fung Kai Primary School as cases. Through accessing school documents and oral history research reports, conducting interviews and analyzing historical materials, this research would show like to how diverse education philosophies, teaching methods and school scale can village schools be. Yet, a large scale of village schools have been shut down after 1997, the challenges that they faced and how the society responded will be briefly explained in the final chapter. / The objective of the research is to project a more comprehensive picture of village schools by discovering and mapping various historical materials in a specific period of time (1946-1997). With exploring the position of village schools in New Territories, this paper will also criticize the city-centric logic behind the linear education historical writing. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 梁麗欣. / "2013年3月". / "2013 nian 3 yue". / Thesis (M.Phil.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 101-109). / Abstract in Chinese and English. / Liang Lixin. / Chapter 第一章： --- 新界.鄉村.學校 / Chapter 1.1 --- 重尋新界鄉村學校的歷史位置 --- p.1 / Chapter 1.2 --- 研究範圍：命名的政治 --- p.3 / Chapter 1.2.1 --- 鄉村學校的獨特性 --- p.7 / Chapter 1.3 --- 新界鄉村教育研究之不足 --- p.8 / Chapter 1.4 --- 研究方法及理論背景 --- p.13 / Chapter 1.4.1 --- 篇章主旨 --- p.16 / Chapter 1.4.2 --- 研究個案簡介 --- p.17 / Chapter 第二章： --- 戰後殖民管治模式的轉向及其對新界教育發展的影響 / Chapter 2.1 --- 鄉村教育現代化的背景 --- p.20 / Chapter 2.1.1 --- 鄉村建設運動 --- p.20 / Chapter 2.1.2 --- 殖民者無意推行教育改革 --- p.21 / Chapter 2.2 --- 普及教育制度於戰後英屬殖民地萌芽 --- p.23 / Chapter 2.3 --- 新界的政治性 --- p.25 / Chapter 2.3.1 --- 城鄉拉扯中的鄉村學校 --- p.28 / Chapter 2.4 --- 新界鄉村學校得以冒起的契機 --- p.30 / Chapter 2.4.1 --- 私塾與現代學校的結合 --- p.31 / Chapter 2.4.2 --- 建立統一教育體制 --- p.33 / Chapter 2.4.2.1 --- 收緊學校審批 --- p.33 / Chapter 2.4.2.2 --- 規範師範訓練 --- p.38 / Chapter 2.5 --- 鄉村學校的歷史定位 --- p.41 / Chapter 第三章： --- 新界鄉村學校的特色--學校個案研究 / Chapter 3.1 --- 新界鄉村學校的地緣性 --- p.45 / Chapter a) --- 林村公立學校 --- p.47 / Chapter ai. --- 發展歷史 --- p.47 / Chapter aii. --- 各處鄉村各處例 --- p.54 / Chapter aiii. --- 學校不只是教育場所 --- p.61 / Chapter b) --- 鳳溪小學 --- p.67 / Chapter bi. --- 發展歷史 --- p.67 / Chapter bii. --- 鄉村學校？市區學校？ --- p.69 / Chapter biii. --- 當「宗族傳承」遇上「現代管理」 --- p.72 / Chapter 3.2 --- 兩所學校未能填滿的空白75 --- p.75 / Chapter 第四章： --- 新界鄉村學校的啟示--拉闊現代教育想像 / Chapter 4.1 --- 歷史任務的終結？九七回歸後的新界鄉村學校 --- p.80 / Chapter 4.1.1 --- 鄉村學校被指「不合乎成本效益」 --- p.82 / Chapter 4.1.2 --- 「統整為名，殺校為實」 --- p.85 / Chapter 4.3 --- 桃李無言，下自成蹊 --- p.88 / Chapter 4.4 --- 主流/另類？香港教育制度的省思 --- p.89 / Chapter 4.5 --- 打破單一發展框架，讓教育遍地開花 --- p.94 / Chapter 4.6 --- 批判以城市資本價值為中心的教育史論述 --- p.95 / Chapter 4.7 --- 研究貢獻與不足 --- p.99 / p.100

Lam Tsui-shan. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2003. / Includes bibliographical references (leaves 198-210). / Abstracts in English and Chinese. / Chapter 1 --- INTRODUCTION --- p.1 / Chapter 1.1 --- The Setting of the Present Research --- p.2 / Chapter 1.1.1 --- Research on Second/Foreign Language (SL/FL) Classroom Interaction --- p.2 / Chapter 1.1.2 --- Research on English Classroom Interaction in Hong Kong --- p.3 / Chapter 1.2 --- Rationale and Significance --- p.5 / Chapter 1.3 --- Organisation of This Thesis --- p.7 / Chapter 2 --- LITERATURE REVIEW --- p.8 / Chapter 2.1 --- Introduction --- p.8 / Chapter 2.2 --- Communicative Language Teaching (CLT) --- p.9 / Chapter 2.2.1 --- Origins and Development --- p.9 / Chapter 2.2.2 --- Communicative Competence: Framework --- p.11 / Chapter 2.2.3 --- Communicative Competence: Theoretical Approaches in Language Teacl --- p.13 / Chapter 2.2.3.1 --- The interactional approach --- p.13 / Chapter 2.2.3.2 --- The discoursal approach --- p.15 / Chapter 2.2.3.3 --- The fluency-based approach --- p.17 / Chapter 2.2.4 --- Communicative Competence: Practical Issues --- p.19 / Chapter 2.2.4.1 --- The interactional approach: The role of output --- p.19 / Chapter 2.2.4.2 --- The discoursal approach: The need of information gap --- p.22 / Chapter 2.2.4.3 --- The fluency-based approach: The measurement of fluency --- p.23 / Chapter 2.2.5 --- The Communicative Language Teaching in Hong Kong --- p.25 / Chapter 2.2.5.1 --- The development of CLT in English classroom --- p.25 / Chapter 2.2.5.2 --- Attitudes toward CLT and the actual practice: A dilemma --- p.26 / Chapter 2.3 --- Classroom Interaction and Language Learning --- p.29 / Chapter 2.3.1 --- The Role of Interaction --- p.29 / Chapter 2.3.1.1 --- Comprehensible input and its development --- p.30 / Chapter 2.3.1.2 --- Negotiation --- p.33 / Chapter 2.3.1.3 --- Output --- p.35 / Chapter 2.3.2 --- Actual Interactional Patterns in Classroom: The Interactive Goals --- p.37 / Chapter 2.3.2.1 --- Core Goals --- p.37 / Chapter 2.3.2.2 --- Framework Goals --- p.42 / Chapter 2.3.2.3 --- Social Goals --- p.43 / Chapter 2.3.3 --- Desired Classroom Interactional Patterns --- p.45 / Chapter 2.3.3.1 --- The Two Complementary Modes --- p.45 / Chapter 2.3.3.2 --- "The Triangular Elements: Play, Work and Learning" --- p.47 / Chapter 2.3.4 --- Aspects of Teacher-Learner (T-L) Interaction --- p.49 / Chapter 2.3.4.1 --- Teacher roles --- p.49 / Chapter 2.3.4.2 --- Learner roles --- p.51 / Chapter 2.3.4.3 --- Teacher talk --- p.52 / Chapter 2.3.4.4 --- Student talk --- p.57 / Chapter 2.3.4.5 --- Turns of talk --- p.60 / Chapter 2.4 --- Classroom Interaction and Second Language Learners --- p.63 / Chapter 2.4.1 --- Learner Autonomy --- p.64 / Chapter 2.4.2 --- Learner Anxiety --- p.65 / Chapter 2.5 --- English Language Classroom Interaction in Hong Kong --- p.67 / Chapter 2.5.1 --- Analyzing Input and Interaction in Language Classrooms --- p.67 / Chapter 2.5.2 --- Communication Failure in the English Classroom --- p.69 / Chapter 2.5.3 --- The Five Second Language Discourses --- p.70 / Chapter 2.5.4 --- Students' Participation in Language Classroom --- p.72 / Chapter 2.5.5 --- Research Gaps in Hong Kong: Significance of Students' Voices --- p.73 / Chapter 2.6 --- Chapter Summary --- p.75 / Chapter 3 --- METHODOLOGY --- p.77 / Chapter 3.1 --- Introduction --- p.77 / Chapter 3.2 --- Selection of Subjects --- p.78 / Chapter 3.2.1 --- School --- p.78 / Chapter 3.2.2 --- Class --- p.78 / Chapter 3.2.3 --- Teacher --- p.79 / Chapter 3.2.4 --- Students --- p.80 / Chapter 3.3 --- Research Instruments --- p.81 / Chapter 3.3.1 --- "Non-participant, Ethnographic Observations" --- p.81 / Chapter 3.3.2 --- Stimulated Recall and Semi-structured Interviews --- p.82 / Chapter 3.4 --- Design of the Study --- p.83 / Chapter 3.4.1 --- Stage One: Data Collection --- p.83 / Chapter 3.4.1.1 --- Classroom observations --- p.83 / Chapter 3.4.1.2 --- Students' interviews --- p.84 / Chapter 3.4.2 --- Stage Two: Data Analysis --- p.85 / Chapter 3.5 --- Methods of Data Analysis --- p.86 / Chapter 3.5.1 --- Analysing the Classroom Discourse Data --- p.86 / Chapter 3.5.2 --- Analysing the Interview Data --- p.87 / Chapter 3.6 --- Chapter Summary --- p.88 / Chapter 4 --- DATA ANALYSIS --- p.89 / Chapter 4.1 --- Introduction --- p.90 / Chapter 4.2 --- Classroom Interactional Patterns: The General Picture --- p.90 / Chapter 4.2.1 --- Teacher's and Students' Talk --- p.90 / Chapter 4.2.1.1 --- At the utterance level --- p.91 / Chapter 4.2.1.2 --- Language choice --- p.92 / Chapter 4.2.2 --- Teacher's and Students' Turn Allocation --- p.93 / Chapter 4.2.2.1 --- Amounts of turns taken --- p.93 / Chapter 4.2.2.2 --- Turn-taking patterns --- p.95 / Chapter 4.3 --- Teacher-Learner Verbal Interaction: An Overview --- p.95 / Chapter 4.3.1 --- Types of Teacher Talk --- p.95 / Chapter 4.3.1.1 --- """Teacher-initiate""" --- p.95 / Chapter 4.3.1.2 --- """Teacher-respond""" --- p.98 / Chapter 4.3.2 --- Types of Student Talk --- p.98 / Chapter 4.3.2.1 --- """Pupil-initiate""" --- p.99 / Chapter 4.3.2.2 --- """Pupil-respond""" --- p.100 / Chapter 4.4 --- A Brief Summary on the Classroom Discourse Data --- p.100 / Chapter 4.5 --- Findings Based on Students' Interview Data --- p.101 / Chapter 4.5.1 --- Students Asking Questions in English Classroom --- p.102 / Chapter 4.5.1.1 --- Reasons for taking the initiative to ask questions --- p.102 / Chapter 4.5.1.2 --- Moments of raising hand to ask questions --- p.102 / Chapter 4.5.1.3 --- Reasons for not asking questions in English --- p.103 / Chapter 4.5.1.4 --- Reasons for not asking questions in class --- p.103 / Chapter 4.5.1.5 --- Expectations about teacher's answers --- p.104 / Chapter 4.5.1.6 --- Learning from asking questions --- p.104 / Chapter 4.5.2 --- Students answering questions in English classroom --- p.105 / Chapter 4.5.2.1 --- Reasons for taking the initiative to answer questions --- p.105 / Chapter 4.5.2.2 --- Reasons for calling out the answer without teacher's nomination --- p.106 / Chapter 4.5.2.3 --- Reasons for answering in private turns --- p.106 / Chapter 4.5.2.4 --- Reasons for nodding or shaking head to answer questions --- p.107 / Chapter 4.5.2.5 --- Reasons for not taking the initiative in answering questions --- p.108 / Chapter 4.5.2.6 --- Learning from answering questions --- p.109 / Chapter 4.5.3 --- Teacher-Learner Interaction and Classroom Learning --- p.109 / Chapter 4.5.3.1 --- Motivating factors for speaking (in English) in class --- p.109 / Chapter 4.5.3.2 --- Types of classroom atmosphere encouraging verbal interactions --- p.110 / Chapter 4.5.3.3 --- Positive effects of verbal interactions in classroom learning --- p.111 / Chapter 4.5.3.4 --- De-motivating factors for speaking (in English) in class --- p.112 / Chapter 4.5.3.5 --- Types of classroom atmosphere discouraging verbal interactions(in English)in class --- p.113 / Chapter 4.5.3.6 --- Negative effects of non-verbal interactions in classroom learning --- p.113 / Chapter 4.5.3.7 --- Positive effects of non-verbal interactions in classroom learning --- p.114 / Chapter 4.5.3.8 --- Things in mind when learning in silence --- p.114 / Chapter 4.5.4 --- Students' Suggestions for English Teacher --- p.115 / Chapter 4.5.4.1 --- Influences of teacher's image --- p.115 / Chapter 4.5.4.2 --- Expected images and roles of the English teacher in the classroom --- p.116 / Chapter 4.5.4.3 --- Suggested actions to promote T-L interaction --- p.117 / Chapter 4.5.4.4 --- Suggested actions to promote speaking English in class --- p.118 / Chapter 4.6 --- A Brief Summary on the Student Interview Data --- p.119 / Chapter 5 --- DISCUSSION --- p.120 / Chapter 5.1 --- Introduction --- p.120 / Chapter 5.2 --- Students' Participation in English Classroom: An Overview --- p.120 / Chapter 5.2.1 --- Types of Teachers' Elicitation and Students' Responses --- p.121 / Chapter 5.2.2 --- Types of Students' Elicitation and Teachers' Responses --- p.124 / Chapter 5.2.3 --- Language Choice of the Students --- p.126 / Chapter 5.3 --- Non-verbal Participation in Classroom Interaction --- p.130 / Chapter 5.3.1 --- Students' Non-verbal Participation in Answering and Asking Questions --- p.131 / Chapter 5.3.1.1 --- Reasons for answering questions in private turns --- p.131 / Chapter 5.3.1.2 --- Reasons for using body language or games to answer questions --- p.133 / Chapter 5.3.1.3 --- Reasons for not taking the initiative to answer questions --- p.134 / Chapter 5.3.1.4 --- Reasons for not taking the initiative to ask questions in class --- p.141 / Chapter 5.3.2 --- De-motivating Factors for Speaking in Class: A Review --- p.144 / Chapter 5.3.2.1 --- Students' anxiety in ESL classroom --- p.145 / Chapter 5.3.2.2 --- Teacher's influences on students' non-verbal participation --- p.148 / Chapter 5.4 --- Verbal Participation in Classroom Interaction --- p.153 / Chapter 5.4.1 --- Students Verbal Participation in Answering and Asking Questions --- p.154 / Chapter 5.4.1.1 --- Reasons for taking the initiative to ask questions --- p.154 / Chapter 5.4.1.2 --- Reasons for not speaking in English --- p.155 / Chapter 5.4.1.3 --- Reasons for taking the initiative to answer questions --- p.158 / Chapter 5.4.1.4 --- Reasons for shouting out the answer --- p.160 / Chapter 5.4.2 --- Motivating Factors for Speaking in Class: A Study on Teacher's Influence --- p.162 / Chapter 5.4.2.1 --- Expected roles of an English teacher in classroom interaction --- p.163 / Chapter 5.4.2.2 --- Encouraging students' English verbal participation in classroom --- p.171 / Chapter 5.5 --- Chapter Summary --- p.180 / Chapter 6 --- CONCLUSION --- p.183 / Chapter 6.1 --- Introduction --- p.183 / Chapter 6.2 --- A Summary of the Research Objectives and Findings --- p.183 / Chapter 6.2.1 --- Revisiting Research Objectives --- p.183 / Chapter 6.2.2 --- Summarising Research Findings --- p.184 / Chapter 6.2.2.1 --- Classroom discourse data --- p.184 / Chapter 6.2.2.2 --- Student interview data --- p.185 / Chapter 6.3 --- Pedagogical Implications --- p.190 / Chapter 6.4 --- Research Limitations --- p.193 / Chapter 6.5 --- Suggestions for Future Research --- p.194 / Chapter 6.6 --- Chapter Summary --- p.196 / REFERENCES --- p.198 / APPENDICES --- p.211 / Chapter A --- An Overview of the English Language Classroom Interaction Research in Hong --- p.211 / Chapter B --- "Tsui's "" Seventeen-Category System"" and Its Illustration" --- p.213 / Chapter C --- Percentage of Partially and Totally Unintelligible Utterances of the Teachers and --- p.214 / Chapter D --- Relative Population and Distribution of Forty-eight Student Interviewees --- p.215 / Chapter E --- The Codes of the Forty-eight Student Interviewees --- p.216 / Chapter F --- Summary of Students' Explanations for Their Non-verbal Participation --- p.217 / Chapter G --- Summary of Students' Explanations for Their Verbal Participation --- p.218 / Chapter H --- Diagram 2. The Flow of Possible Worries in Students' Mind When They Are to Answer Teacher's Question --- p.219 / Chapter I --- Diagram 3. Possible Things in Students' Mind When They Have A Question in Mind --- p.220