Diese Dissertation wendet komparative Methoden an, um eine vergleichende Analyse von einigen ausgewählten praktischen Beispielen von ‚Clustering‘ in dem Handlungsfeld der Erziehung in China. Auf der Grundlage der strukturellen, hierarchischen und funktionellen Herangehensweisen der Systemtheorie und auch in Anbetracht der sozialen wirtschaftlichen und pädagogischen Implikationen des Clusters in der Beruflichen Bildung werden die Theorie von Porter (und deren Erweiterungen), die Theorie des Humankapitals und die Theorie der Bildung für die Wahl der für einen Vergleich erforderlichen Kriterien (tertium comparationis) herangezogen. Aus den verfügbaren Berichten über Implementationsversuche wurden die Implementationsmodelle der Cluster von Henan, Shanghai, Hainan, Yongchuan und Yantai ausgewählt. Alle Erfahrungen aus diesen Regionen wurden in zwei Kategorien gemäß ihrer Eigenschaften als professionelle und regionale Cluster untersucht. Die komparativen Analysen verweisen jeweils auf die oben erwähnten drei Kriterien. In Anbetracht der in den praktisch umgesetzten Modellen offenbar gewordenen Probleme werden zusätzlich einige internationale Erfahrungen herangezogen und auf ihre Erfolgskomponenten hin untersucht, z.B. wie man Faktoren für das Cluster verbindet oder wie man Anreize für die Teilnahme von Unternehmen am Cluster setzt. Auf der Grundlage der theoretischen Analyse der praktischen Erfahrungen in China sowie andernorts werden abschließend einige Vorschläge für die zukünftige Entwicklung des Clusterings entwickelt. / This dissertation applies comparative methods to make analyses on some selected implementation modes of clustering in the field of vocational education in China. Based on the structural, hierarchical and functional aspects of the theory of system, and also in consideration of the social economical and educational features of clustering in the field of vocational education, Porter’s theory and its amended models, theory of human capital and theory of education are reviewed for the choice of comparative criteria. On the basis of the available information, some representative implementation models are selected from Henan (province, South China), Shanghai (provincial level city, East China), Hainan (province, Central China), Yongchuan (prefectural level city, West China) and Yantai (Prefectural level city, North China). All the experiences from these areas are grouped and compared in two categories according to their features: professional clustering and regional clustering. And comparative analyses are made in reference to the above-mentioned three criteria. In consideration of the problems revealed in the implementation models, some international experiences are referred as examples in some practical aspects, such as of how to connect factors for clustering, of how to assist the clustering to live through its whole lifespan, and of how to get enterprises involved. Furthermore, some suggestions for future development of clustering are also made from theoretical point of view.

Educators employing process drama, a non-presentational dramatic form, establish memorable classroom environments where students co-author their learning with teachers. Process drama facilitators often use the dramatic structure of teacher-in-role to guide and support the students. An instructor heightens tension, introduces new ideas, and encourages participation by engaging alongside students as a character. An educator employing process drama needs to determine the appropriate type of role to impact the development of a classroom drama; while negotiating tension felt between desires for student-led discovery and the necessity of meeting curriculum benchmarks. Academic studies establish process drama as a tool to aid English Students of Other Languages or ESOL classrooms. Process drama heightens comprehension, whole language usage and ownership of learning. Using the methodology of reflective practice I analyzed my teaching in role to determine how I negotiate diverse and conflicting objectives. I facilitated a six week process drama with four to six-year-old ESOL students at a learning centre in Hong Kong. This study improved this teacher’s understanding and usage of teacher-in-role. The ideals of a process centered classroom were not always realized, but the needs of the population necessitated adaption from expectations. The experiences of the researcher indicate ambiguous character may not be the best way to motivate dialogue among this population of ESOL students. Students’ age and English experience suggests using co-participant characters whose motivations are clearly defined. This study contributes to the discussion on what differing "role iv types" offer facilitators of process drama and how it may be used to meet demands of curriculum including development of performances. Process drama with very young students presents a field for further research investigating methods and practices to effectively structure process dramas that address their learning.

稿本 / 論文(碩士)--香港中文大學硏究院敎育學部,1992. / 參考文獻: leaves 145-151 / 盧萬方 = Transformation of schooling in rural China : the developmental experience of an affluent country town / Lo Man Fong. / Chapter 第一章： --- 前言 / Chapter 第一節： --- 普及義務教育的現象 --- p.1 / Chapter 第二節： --- 農村教育的困局 --- p.5 / Chapter 第三節： --- 中國的發展農村教育的經驗 --- p.10 / Chapter 第二章： --- 郷鎮社會變遷與學校教育 / Chapter 第一節： --- 城鄉關係與社會變遷 --- p.13 / Chapter 第二節： --- 鎮與中國當代農村發展的關係 --- p.17 / Chapter 第三節： --- 普及義務教育與中國農村城鎮化 --- p.22 / Chapter 第三章： --- 文獻綜論 --- p.26 / Chapter 第四章： --- 硏究設計 / Chapter 第一節： --- 硏究意義與目的 --- p.33 / Chapter 第二節： --- 硏究方法 --- p.36 / Chapter 第三節： --- 硏究過程 --- p.40 / Chapter 第四節： --- 硏究限制 --- p.46 / Chapter 第五章： --- 陳村鎮概況及其學校教育發展 / Chapter 第一節： --- 地理位置及歴史 --- p.48 / Chapter 第二節： --- 實施改革開放政策後的發展 --- p.50 / Chapter 第三節： --- 學校教育的發展 --- p.52 / Chapter 第四節： --- 普及義務教育推行的情況 --- p.57 / Chapter 第六章： --- 學校教育内容與郷鎮¨جإ變的關係 / Chapter 第一節： --- 適切教育與農村發展 --- p.69 / Chapter 第二節： --- 普及義務教育的目標 --- p.71 / Chapter 第三節: --- 陳村鎮普及義務教育的内容 / Chapter (一） --- 小學課程 --- p.74 / Chapter (二） --- 中學課程 --- p.76 / Chapter (三） --- 教科書内容 --- p.78 / Chapter (四） --- 勞動技術課 --- p.79 / Chapter (五） --- 郷土教材 --- p.81 / Chapter (六） --- 周會課 --- p.82 / Chapter 第四節： --- 陳鎮教師的教學方法 --- p.83 / Chapter 第五節： --- 評鑑 --- p.85 / Chapter 第六節： --- 職業技術教育 --- p.87 / Chapter 第七節： --- 小結 --- p.93 / Chapter 第七章： --- 教師與農村城鎮化 / Chapter 第一節： --- 教師在社會變遷中的角色 --- p.96 / Chapter 第二節： --- 教師的專業水平與知識傳遞 --- p.99 / Chapter 第三節： --- 教師的態度與意識形的傳遞 --- p.102 / Chapter 第四節： --- 農村教師的社會地位及其影饗 --- p.107 / Chapter 第五節： --- 公辦教師與民辦教師 --- p.109 / Chapter 第六章： --- 外地教師 --- p.117 / Chapter 第七節： --- 小結 --- p.120 / Chapter 第八章： --- 陳村鎮概況及其學校教育發展 / Chapter 第一節： --- 家長對子女入學的期望 --- p.122 / Chapter 第二節： --- 學生的成績及行為表現 --- p.128 / Chapter 第三節： --- 小結 --- p.134 / Chapter 第九章： --- 結語 --- p.136 / 附件一 --- p.142 / 附件二 --- p.144 / 參考書目

許善娟. / 論文(哲學碩士)--香港中文大學, 1998. / 參考文獻: leaves 157-163. / 中英文提要. / Xu Shanjuan. / Chapter 第一章： --- 問題闡釋 / Chapter 第一節： --- 硏究背景 --- p.1 / Chapter 第二節： --- 中國的鄉鎭社區的發展 --- p.3 / Chapter 第三節： --- 社區教育 --- p.10 / Chapter 第四節： --- 社區參與 --- p.19 / Chapter 第五節： --- 硏究問題 --- p.23 / Chapter 第二章： --- 文獻綜述 / Chapter 第一節： --- 中國的ˇёإ鎮教育 --- p.24 / Chapter 第二節： --- 社區發展與社區教育 --- p.24 / Chapter 第三節： --- 社區參與 --- p.28 / Chapter 第四節： --- 社區教育的目標 --- p.28 / Chapter 第五節： --- 社區教育的參與機制 --- p.31 / Chapter 第六節： --- 社區教育的內容 --- p.32 / Chapter 第七節： --- 社區教育的特色 --- p.36 / Chapter 第三章： --- 硏究設計 / Chapter 第一節： --- 硏究意義 --- p.38 / Chapter 第二節： --- 硏究目的 --- p.38 / Chapter 第三節： --- 硏究範圍 --- p.39 / Chapter 第四節： --- 硏究對象 --- p.39 / Chapter 第五節： --- 硏究方法 --- p.40 / Chapter 第六節： --- 硏究限制 --- p.45 / Chapter 第四章： --- 柯橋鎭的槪況與其社區教育的發展 / Chapter 第一節： --- 柯橋鎭的槪況與其社區教育的發展 --- p.46 / Chapter 第二節： --- 小結 --- p.62 / Chapter 第五章： --- 柯橋鎭社區教育的活動內容 / Chapter 第一節： --- 社區成員參與學校教育的內容 --- p.64 / Chapter 第二節： --- 學校參與社區發展的內容 --- p.83 / Chapter 第三節： --- 小結 --- p.90 / Chapter 第六章： --- 柯橋社區成員對於參與社區教育的認識和態度 / Chapter 第一節： --- 社區成員對於參與社區教育的認識和態度 --- p.94 / Chapter 第二節： --- 小結 --- p.115 / Chapter 第七章： --- 柯橋社區成員參與社區教育的作用 / Chapter 第一節： --- 對學校教育的作用 --- p.119 / Chapter 第二節： --- 對社區發展的作用 --- p.131 / Chapter 第三節： --- 小結 --- p.135 / Chapter 第八章： --- 總論 / Chapter 第一節： --- 對中國ˇёإ鎭社區教育的啓示 --- p.139 / Chapter 第二節： --- 對西方社區教育的理論的回應 --- p.144 / 附錄一：訪問問題 --- p.149 / 附錄二 ：實地工作紀要 --- p.155 / 參考書目 --- p.157

问责已经成为教育改革与研究的关键词。无论是西方还是中国，都把建立问责机制视作提高教育质量的重要举措。从教育问责的社会基础出发，国家是公共教育的主要资助者或协调者，他们通过教育视导来保证公共教育质量。但是教育视导人员在当下教育质量保障系统中发挥何种作用，其能动性与职业承诺如何，尚未有充分的研究。中国大陆的教研室作为地方教学质量保障机制，表现出双栖性的职能：教育问责和教师发展。身处其中的教研员如何诠释角色？他们与政府的关系如何，在多大程度上能致力于教师发展？身份建构理论有助于回答上述问题。故本研究以形态衍生理论为视角，选取H市教研员为个案，探讨其在教育质量保障体系中的角色、身份与能动性。 / 本项质性研究主要通过访谈、观察和文件收集获取资料。共计访谈教研员30名，教育行政领导3名，教师9人。研究者还参与了教研员的集体会议、听评课、教研组展示等活动，观察、记录了教研员的日常工作；并收集了教研员的工作计划，工作简报，教研室内部杂志等文献资料。在转录完所有资料后，利用Nvivo8软件进行编码、解码，建立群组、抽取概念，最终形成论文。研究发现如下： / 首先，监督、管理、指导、研究是教研员角色的主要组成部分。在公共教育发展的不同阶段，他们的角色应行政之要求会进行重新排列、组合，内涵也所有发展。其中，来源于优秀教师的教学质量保障人员最先发展起来的是指导职能，因其依附在教育视导系统内部，遂产生了行政权威。1949年之后，这类人员从教育视导系统中独立出来，被称之为教研员，享有行政编制；1990年之后，教研员逐渐从行政编制中退出，教学管理职能未褪，故行政权威犹存。课改背景之下，H市教研员的“研究、“评价职能被强调。但是通过对教研员的工作节奏、角色比喻的分析，发现结构并没有为发展教研员的“教学研究能力提供支持性条件。故行政干预成为教研员角色异化的重要原因。 / 其次，在课程改革背景下，教研员的社会身份表现出问责导向的特征。因个人关注的介入，在个体层面，教研员的身份建构可进一步区分为四种类型。身份建构表现为结构关注的教研员，实践中以完成各类“课题研究和“项目研究为重任，并从中获得价值认可，对自我的判断是“做研究的人。身份建构表现为结构关注为主，个人关注为辅的教研员，认为最重要的工作应该是教材分析，但实践中花费其时间最多的却实命题工作。他对自己的比喻是“尴尬的“稻草人。身份建构表现为个人关注为辅，结构关注为主的教研员一方面能在实践中坚持自己对教师的指导，一方面明晰问责导向的工作逻辑，并达到两者的融洽。对自我的评价是“一个风风火火的闯将。身份建构表现为个人关注的教研员应付问责导向的工作，并花费额外的时间从事教师指导。从教师的认可中获得职业的成就感。对自我的判断是职场“菜鸟。 / 再次，不同学科教研员受考试、经验的影响，表现出不同程度的能动作用。高利益考试蕴含的控制性并不能直接决定教研员的能动性，但是教研员的知能水平，及其结构的支持程度，对教研员的能动性和承诺有直接的影响。教研员要致力于教师发展，需兼顾结构的需求，并从中获得个人的成长或者结构的奖励，方能形成稳定的职业承诺。 / 论文弥补了现有教育质量保障人员研究的不足。从结构与能动者互动的理论视角，分析教研员何以呈现如此的身份建构，对Archer的形态衍生理论做了本土的探索，对西方教育领导理论有所回应。并对教研员的定位与发展提出了政策建议。 / Accountability has become the key word in educational reform and educational studies. In western countries as well as China, establishing accountability mechanisms is regarded as an important strategy for the improvement of educational quality. The state, which is the main sponsor and coordinator of public education, attempts to ensure educational quality with varying degrees of supervision. However empirical studies on the role, functions and performance of those who are in charge of supervision, agency in and commitment to quality assurance system are also nebulous. Teaching-research office, a local quality assurance mechanism for teaching and learning in Mainland China, plays a dual role in education accountability and teacher development. How do teaching-research officers elaborate their prescribed roles? What is the relationship between the government and the teaching-research officers? To what extent are they committed to teacher development? Identity construction theory is helpful to addressing the above questions. Therefore, from the perspective of morphogenesis, this study chooses teaching-research officers of H city as a case of investigation by exploring their roles, identities and agency in the educational quality assurance system. / The data of this qualitative research were collected through the adoption of three research methods. First, interviews were conducted with 30 teaching-research officers, 9 teachers and 3 educational administrators. Second, with permission, teaching-research officers’ meetings, as well as class observation and demonstration conducted by teaching-research officers were observed first hand. Third, relevant documents including official newsletters and work plans, internal journals of teaching research offices were collected. Nvivo 8 was adopted to analyze the interview transcripts, field notes of observation, and relevant documents collected for research purposes. / This study has three major findings. First, teacher-research officers played four principals roles: supervisor, administrator, director and researcher. These roles, however, varied in accordance with the governmental requirements and needs in different historical periods. Before 1949, the teaching-research officers were supervisors for educational quality. They were excellent teachers that were recruited by educational supervision institutions, and thus were given with administrative authority. Between 1949 and 1990, these teacher-supervisors were classified as professional teaching-research officers who were in charge of teaching administration and teacher development. Although they were no longer conaidned educational administrators since 1990, the teaching-research officers still maintained a certain degree of administrative authority and exercised influence in educational administration. Since the launch of the 8th curriculum reform in China at the advent of the 21st century, the role teaching-research officers as researchers have been greatly emphasized. Nevertheless, an analysis of teaching-research officers’ working rhythm and role metaphor indicates that the quality assurance system has fallen short of providing support to develop the research competence of teaching-research officers. Consequently, state intervention remains the key factor in defining the role of teaching-research officers. / Second, the social identities of teaching-research officers demonstrate accountability-oriented characteristics in the context of curriculum reform. Personal concerns enable teaching-researcher officers to construct four types of identities at the individual level. Structure-concerns lead certain officer to treat project research as top priority in their practice and allow them to obtain value recognition during research. This type of officers regards themselves as researchers. For those officers who mainly focus on structural concerns, but supplemented their work with individual concerns, analysis of teaching materials one considered the most important aspect of their work while the refinement of test construction consumes most of their times. An awkward “scarecrow is used as their role metaphor. For those officers who mainly focus on individual concerns, but supplemented their work with structural concerns, insist on guiding teacher practice on the one hand, and accept the working logic of the accountability-oriented approach, on the other. Their perpetual task is to maintain harmony between the two. A pathbreaker in haste is the role metaphor adopted. Officers who are individual-concern persons attempt to deal with accountability-oriented work, and spend extra time mentoring teachers. Career fulfillment comes from appreciation of teachers. A rookie is the role metaphor adopted. / Third, the degree of agency and commitment of teaching-research officers varied with their views on public examinations, personal experience, and structural support. It is not public examinations but personal experience that had direct an impact on the agency of the teaching-research officers. Specifically, the knowledge and ability of teaching-research officers, as well as the degree of structural support that they receive, have a direct effect on their agency and commitment. Teaching-research officers who have make a steady commitment to teacher development, have to give consideration to quality structural concerns, and in addressing these concerns, gain personal growth or structural rewards. / This study contributes to filling the void in current research that neglete to the investigation into the educational quality assurance, staff who work for. The perspective of structure-agent interaction is used to analyze how teaching-research officers construct their identities in Chinese educational reform context. It is a local exploration of Margaret Archer’s morphogenesis theory. It enriches western educational leadership theory, and provides policy suggestion on the orientation and development of teaching-research officer. / 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. / 沈伟. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2012. / Includes bibliographical references (leaves 367-388). / Abstracts in Chinese and English. / Shen Wei. / Chapter 第一章 --- 导论 --- p.1 / Chapter 第一节 --- 研究背景 --- p.1 / Chapter 一、 --- 实践背景：新的教育质量内涵需要新的质量保障机制 --- p.1 / Chapter 二、 --- 理论背景：教育问责背景下的能动者 --- p.7 / Chapter 第二节 --- 研究目的与问题提出 --- p.12 / Chapter 一、 --- 研究目的 --- p.12 / Chapter 二、 --- 研究问题 --- p.13 / Chapter 第二章 --- 文献综述 --- p.15 / Chapter 第一节 --- 教育质量保障概念解析 --- p.15 / Chapter 一、 --- 教育质量与教育质量保障 --- p.15 / Chapter 二、 --- 教育质量控制与教育质量保障 --- p.20 / Chapter 三、 --- 教育问责与教育质量保障 --- p.23 / Chapter 第二节 --- 教育质量保障：实践模式与存在理据 --- p.25 / Chapter 一、 --- 实践模式 --- p.25 / Chapter 二、 --- 教育视导的影响：基于实证研究的发现和分析 --- p.35 / Chapter 三、 --- 存在理据 --- p.38 / Chapter 第三节 --- 教育质量保障系统中的地方教育领导 --- p.41 / Chapter 一、 --- 作为教学领导 --- p.43 / Chapter 二、 --- 作为合作领导 --- p.48 / Chapter 三、 --- 作为系统领导 --- p.52 / Chapter 第四节 --- 中国教育质量保障中的教研员 --- p.56 / Chapter 一、 --- 当代政策文本中的教研员角色 --- p.56 / Chapter 二、 --- 教育理论研究中的教研员角色 --- p.59 / Chapter 三、 --- 教研员对其角色的理解 --- p.60 / Chapter 第五节 --- 教育变革能动者的身份与能动作用 --- p.62 / Chapter 一、 --- 角色、 --- p.62 / Chapter 二、 --- 身份建构的途径 --- p.66 / Chapter （一） --- “自上而下的身份建构 --- p.67 / Chapter （二） --- “自下而上的身份建构 --- p.68 / Chapter （三） --- 融合主义的身份建构 --- p.70 / Chapter （四） --- 形态衍生理论视野的身份建构 --- p.73 / Chapter 第六节 --- 理论框架的提出 --- p.75 / Chapter 一、 --- 身份建构的理论框架 --- p.75 / Chapter 二、 --- 从形态衍生理论研究教研员身份建构的可行性 --- p.79 / Chapter 第三章 --- 研究方法与研究设计 --- p.82 / Chapter 第一节 --- 研究问题与分析路径 --- p.82 / Chapter 一、 --- 研究问题 --- p.82 / Chapter 二、 --- 分析路径 --- p.84 / Chapter 第二节 --- 研究方法 --- p.86 / Chapter 一、 --- 质的研究取向 --- p.86 / Chapter 二、 --- 个案研究为主，历史分析为辅 --- p.87 / Chapter 第三节 --- 个案研究 --- p.89 / Chapter 二、 --- 资料的收集 --- p.93 / Chapter 三、 --- 资料分析 --- p.100 / Chapter 第四节 --- 研究可靠性与研究伦理 --- p.102 / Chapter 一、 --- 研究可靠性 --- p.103 / Chapter 二、 --- 研究伦理 --- p.105 / Chapter 第四章 --- 教育质量保障系统中的教研员角色变迁 --- p.106 / Chapter 第一节 --- 中国教育质量保障系统的发展：从晚清到现在 --- p.106 / Chapter 一、 --- 晚清政府：以教育外在事项为主的质量保证体系 --- p.107 / Chapter 二、 --- 民国国民政府：以教育内部事项为主的质量保证体系 --- p.109 / Chapter 三、 --- 老解放区：资源匮乏情形下形成的教育质量保证应对之策 --- p.113 / Chapter 四、 --- 1949年后：日趋系统化的教育质量保证体系 --- p.116 / Chapter 第二节 --- 教育质量保障人员的角色变化与特征：历史的视角 --- p.119 / Chapter 一、 --- 晚清政府的视学与劝学员：监督、 --- p.119 / Chapter 二、 --- 民国国民政府的视学与辅导员：管理、 --- p.121 / Chapter 三、 --- 老解放区的教育巡视员与辅导员：报告、 --- p.126 / Chapter 四、 --- 1949年后的督导、 --- p.128 / Chapter 第三节 --- 课程改革背景下H市教研员的角色发展：结构的新期待 --- p.131 / Chapter 一、 --- 教研制度的正式确立及教研员的角色定位 --- p.131 / Chapter 二、 --- H市教研室职能的发展 --- p.136 / Chapter 三、 --- H市教研员的角色：群内分工不同 --- p.145 / Chapter 第四节 --- 本章结语 --- p.152 / Chapter 第五章 --- 教研员的社会身份建构 --- p.156 / Chapter 第一节 --- 日常工作中呈现的群体共性 --- p.156 / Chapter 一、 --- 以课为载体的教研活动 --- p.156 / Chapter 二、 --- 由调研与视导构成的多维评估 --- p.170 / Chapter 三、 --- 自上而下的课题研究与教学研究 --- p.178 / Chapter 第二节 --- 与群外人员的差别 --- p.184 / Chapter 一、 --- “我们眼中的他人 --- p.185 / Chapter 二、 --- 他人眼中的“我们 --- p.196 / Chapter 第三节 --- 从群体到个体：角色认知与事项排列 --- p.205 / Chapter 一、 --- 职能排序 --- p.205 / Chapter 二、 --- 工作节奏与事项排列 --- p.216 / Chapter 第四节 --- 本章结语 --- p.221 / Chapter 第六章 --- 实践：社会身份与个人身份的对话 --- p.224 / Chapter 第一节 --- 结构关注：“做研究的人 --- p.224 / Chapter 一、 --- 重要任务：提高区域教育质量 --- p.224 / Chapter 二、 --- “最高境界与“最重要任务的冲突 --- p.228 / Chapter 三、 --- 基于学科属性、 --- p.230 / Chapter 四、 --- 不被理解的痛苦与研究的快乐 --- p.232 / Chapter 第二节 --- 结构关注为主，个人关注为辅： --- p.236 / Chapter 一、 --- 进入市教材编写队伍 --- p.236 / Chapter 二、 --- 教师培养：“守正出新 --- p.238 / Chapter 三、 --- 职业生命何在？ --- p.243 / Chapter 四、 --- 最有压力的是考试 --- p.245 / Chapter 第三节 --- 个人关注为主，结构关注为辅： --- p.248 / Chapter 一、 --- 从实践教学开始 --- p.248 / Chapter 二、 --- 对课程、 --- p.251 / Chapter 三、 --- 教师队伍建设 --- p.255 / Chapter 四、 --- 研究真问题 --- p.260 / Chapter 第四节 --- 个人关注：职场“菜鸟 --- p.264 / Chapter 一、 --- 从专业角度来选择 --- p.264 / Chapter 二、 --- “不听课不能指导 --- p.267 / Chapter 三、 --- 不找校长，不听推门课，不申请课题研究 --- p.270 / Chapter 四、 --- “合格就是老师对你的认可 --- p.273 / Chapter 第五节 --- 本章结语 --- p.275 / Chapter 第七章 --- 承诺是否可能 --- p.280 / Chapter 第一节 --- 考试影响下的学科教研工作 --- p.280 / Chapter 一、 --- 考试之于语文、 --- p.281 / Chapter 二、 --- 考试之于科学教研员 --- p.288 / Chapter 三、 --- 考试之于音乐、 --- p.295 / Chapter 四、 --- 考试之于拓展、 --- p.303 / Chapter 第二节 --- “经验影响下的教研工作 --- p.310 / Chapter 一、 --- 为什么选择教研员 --- p.311 / Chapter 二、 --- 入职时面临的挑战及应对措施 --- p.318 / Chapter 第三节 --- 承诺：从结构能动者互动的视角 --- p.327 / Chapter 一、 --- 强控制下的能动作用与承诺 --- p.328 / Chapter 二、 --- 弱控制下的能动作用与承诺 --- p.329 / Chapter 三、 --- 能动作用的强弱：结构与个人关注的融洽度 --- p.330 / Chapter 四、 --- 承诺的“源泉：结构支持或个人收获 --- p.332 / Chapter 第四节 --- 本章结语 --- p.333 / Chapter 第八章 --- 结论：教研员的角色、 --- p.338 / Chapter 第一节 --- 研究结论 --- p.338 / Chapter 一、 --- 研究发现 --- p.339 / Chapter 二、 --- 研究结论 --- p.346 / Chapter 第二节 --- 研究贡献 --- p.352 / Chapter 一、 --- 理论贡献 --- p.352 / Chapter 二、 --- 政策实践的启示 --- p.359 / Chapter 第三节 --- 研究局限 --- p.362 / Chapter 第四节 --- 后续研究建议 --- p.364 / p.367 / p.389

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).

在香港的中學教育，考試主導文化乃主流，相比學科學習，非學科學習一直處於次等位置，尤以高中為甚。自二零零九年開始，其他學習經歷實施成為新高中課程中一個正規的必修部分，它包羅了五個不同非學科學習範疇，所有高中學生必需參加每一範疇的活動。鼓吹全人發展的擁護者對其他學習經歷產生莫大希冀，期望學生能從中發展均衡人生，並培養出難以從書本中學習、卻需在真實的學習經歷上體會到的正確價值觀和態度。博士生研究員進行了這項質化個案研究，以了解香港學校實施了甚麼其他學習經歷、怎樣、並為何推行。當中審視兩間學校其他學習經歷實施情況，和其中因由的相互影響過程。在批判分析並綜合校長及教師訪問，加上檢視文件後，本研究對有效實施其他學習經歷或類似的教育計畫提出了建議。 / 以 Fullan (2001a) 和Leithwood (1981) 的理論為分析框架，是次研究結果顯示政府由上而下推出的其他學習經歷已改變了香港高中學生的非學科學習。學校實施其他學習經歷得到的主要成果，乃達致了教育局在五個範疇的學習時間要求，同時，當非學科學習以具結構、並規定的其他學習經歷課程出現時，校長、教師和學生便更願意投放時間及其他資源於其中，然而尚需有更多措施以提昇其他學習經歷的質素。在各因素之中，影響其他學習經歷實施最大的因素，是社會文化觀念認為非學科學習只附屬於學科學習，這因素更抵消了學校和教師推動其他學習經歷值得敬佩的努力。在三個要素類別中，本土要素包含最多影響因素，其中教師因素最有利課程。不過實施新高中課程，包括：其他學習經歷卻令教師工作量大幅增加，妨礙其他學習經歷進一步發展。 / 建基於 Fullan (2001a)的清單，並根據本研究結果，研究員提出了十一項影響香港教育改革的因素，作為日後參考。研究對政府促進學校實施其他學習經歷作出不少建議，包括：投放更多資源，並更積極游說大學和向公眾推廣其他學習經歷。同時，學校、公眾和政府亦需要有足夠耐性，讓一個新課程慢慢在學校制度化。 / In Hong Kong, Non-academic Learning (NAL) has long played a peripheral role to academic learning in secondary school education, especially the senior secondary, because of the predominantly examination-oriented culture. First implemented in 2009, Other Learning Experiences (OLE) is now a formal, compulsory component of the New Senior Secondary Curriculum (NSSC), requiring student participation in in five areas of NAL. It has brought hopes to advocates of Whole-person Development (WPD) that students could develop a balanced life and values and attitudes that could not be learnt in textbooks but through authentic learning experiences. To understand what, how and why the OLE has been implemented, the doctoral researcher has carried out a qualitative case study examining the implementation of OLE and the interplay of factors underlying the process at two schools. Based on a critical analysis of the interviews with the parties involved in OLE implementation, including the principals and teachers, alongside scrutiny of related documents, this study presents recommendations on how OLE and similar educational initiatives can be more effectively implemented. / Analyzed using a framework developed from Fullan (2001) and Leithwood (1981), results in this study indicate that the top-down OLE stipulated by the government has effectively initiated changes in NAL of senior secondary students in Hong Kong. OLE has achieved partial success mainly in terms of meeting time requirements for the five areas set by the Education Bureau (EDB). There has also been a rise in the status of NAL now required and structured as OLE, which heightened the willingness of the principals, teachers and students to inject time and other resources to OLE. However, measures in bolstering quality of OLE have yet to be intensified. Amid the many factors, cultural and societal perceptions of NAL as subsidiary to academic learning are the major factor that counteracts the praiseworthy effort made by schools and teachers. Local factors were the most influential among the three categories of factors, with factors of the teachers presenting the most favorable effects to the curriculum. Nevertheless, the large teachers’ workload incurred by NSSC implementation hindered further development of OLE. / From the findings of this study and Fullan’s (2001a) list, the researcher has proposed a list of 11 factors to be considered in Hong Kong-based education reform initiatives. There are many recommendations concerning how the government may facilitate OLE implementation in schools, for example, by allocating more resources to relieve teachers’ workload and by being more proactive in lobbying universities as well as promoting OLE to the public. Considerable patience is also suggested for the schools, the public and the government to allow gradual institutionalization of a new curriculum in schools. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Leung, Kwok Wai Masa. / Thesis (Ed.D) Chinese University of Hong Kong, 2014. / Includes bibliographical references (leaves 293-313). / Abstracts also in Chinese.

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

Rapid industrialization, breakthroughs in science and technological development have ushered in an era regarded as a technocratic age. The advent of a technocratic age has necessitated the acquisition of technologically appropriate knowledge, skills and attitudes, and consequently it has become necessary to establish education systems that fulfil the demands set by technocratic age principles. Present-day education is typified by technocratic age imperatives which include meritocracy, specialization, vocationalism, professionalism and scientism. Technocratic age education is further characterized by mass education, free and compulsory education and greater bureaucratic control of education. In technocratic age education systems, entrance examinations are used to select learners for advanced education and training. It would appear that this takes place with little regard for the learner's personal worth or meeting the learner's distinctive needs. / Educational Studies / M. Ed. (History of Education)