published_or_final_version / abstract / Education / Master / Master of Education

published_or_final_version / abstract / Education / Master / Master of Education

published_or_final_version / abstract / Education / Master / Master of Education

稿本(據電腦打印本複印) / Thesis (M.A.)--香港中文大學. / Gao ben (ju dian nao da yin ben fu yin) / Includes bibliographical references (leaves 53-61) / Thesis (M.A.)--Xianggang Zhong wen da xue. / Chapter 第一章： --- 引言 / Chapter 第一節 --- 問題的背景 --- p.1 / Chapter 第二節 --- 研究目的 --- p.3 / Chapter 第三節 --- 研究的意義 --- p.4 / Chapter 第二章： --- 文獻探討 / Chapter 第一節 --- 有關組織投入的各派學說 --- p.5 / Chapter 第二節 --- 影響組織投入的因素 --- p.7 / Chapter 第三節 --- 教師的組織投入對其出席行為的影響 --- p.8 / Chapter 第四節 --- 教師的組織投入對準時到校及自願留校的影響 --- p.10 / Chapter 第五節 --- 教師的組織投入對其留任意願及留任行為的影響 --- p.11 / Chapter 第六節 --- 教師的工作滿足感及組織投入 --- p.13 / Chapter 第三章： --- 研究方法 / Chapter 第一節 --- 假設與定義 --- p.14 / Chapter 第二節 --- 研究工具 --- p.17 / Chapter 第三節 --- 取樣、資料捜集及分析 --- p.19 / Chapter 第四節 --- 研究的限制 --- p.20 / Chapter 第四章： --- 研究結果分析 / Chapter 第一節 --- 辦學園體的背景及屬下中學資料 --- p.21 / Chapter 第二節 --- 教師的背景 --- p.28 / Chapter 第三節 --- 教師對學校及工作的態度 --- p.36 / Chapter 第四節 --- 教師的行為和意向 --- p.40 / Chapter 第五節 --- 各统計假設的檢驗 --- p.43 / Chapter 第五章： --- 討論、總結及建議 / Chapter 第一節 --- 討論 --- p.45 / Chapter 第二節 --- 總結 --- p.48 / Chapter 第三節 --- 建議 --- p.51 / 參考書目錄 / Chapter 一. --- 中文參考書目 --- p.53 / Chapter 二. --- 英文參考書目 --- p.54 / 附錄 / Chapter 一. --- 中學教師對學校的觀感及工作意向問卷 --- p.62 / Chapter 甲部： --- 教師個人資料 / Chapter 乙部： --- 教師對學校的觀感及工意向 / Chapter 二. --- 硏究生致各位回答問卷教師函件 --- p.65 / Chapter 三. --- 訪問校長問卷 --- p.66 / Chapter 四. --- 教職申請表 --- p.67 / Chapter 五. --- 遴選教師評分表 --- p.69 / Chapter 六. --- 出席離校紀錄簽到表 --- p.70 / Chapter 七. --- 教師評核表（初稿） --- p.71 / Chapter 八. --- 教師升级申請辦法 --- p.73 / 撮要 / 英譯本 --- p.74

For data collection, the researcher was attached to three Hong Kong secondary schools with average academic and extra-curricular activity performances for three months each during the past two years. Having got familiarized with the teachers and students through joining various formal and informal school activities, in the last month of his attachment, the researcher invited each teacher to be interviewed on the topic of extra-curricular activities and to be tape-recorded. In the end, 122 teachers agreed to be the participants in the interviews. The interview was conducted in a semi-structured way, in which the teacher first recounted and commented on his/her experience and impression of extra-curricular activities. The researcher then asked for clarifications and further exploration of his/her own conception, with the help of some "situation cards". In the whole interview process, the researcher adopted a "non judgmental" attitude towards the definition of "extra-curricular activities", only asking the interviewee questions on the clarity and consistency of his/her conception. Each interview lasted for about an hour. After the interviews, the recordings were converted into written scripts. Based on the interview process and scripts, the researcher sorted out various main themes and key words and proceeded with data analysis. After three stages of back-and-forth collation and with the number of cases reduced to forty, finally seven conceptions of extra-curricular activities have been constructed: Accountability, Attachment, Mould, Experience, Personal growth, Liberation, and Balance. The researcher has depicted the specific horizon, concepts and the relationship among concepts, and also compared and contrasted the distinctive features of each conception. / There are multifarious extra-curricular activities in Hong Kong secondary schools. Nearly every teacher participates in the activities. Different teachers infuse extra-curricular activities with diverse meanings, and actualize different modes of school education. This study aims at exploring Hong Kong secondary school teachers' conceptions of extra-curricular activities. It collates individual cases into different collective clusters, depicting each conception of extra-curricular activities, and the relationship between the concepts. / This thesis attempts to relate and contrast the features of the seven conceptions of extra-curricular activities and the four main questions generated from the theories about valuation in curriculum, thus showing that the conceptions of Accountability, Attachment and Mould are based on "group" values, which set an instrumental field for "learning". Conceptions of Personal growth, Experience and Liberation refer to "individual", tending to adopt "individual as a unit" and "intrinsic values" as the learning field. The conception Balance is in-between the two. It tries to balance the tension between individual and social instruments, as well as intrinsic and extrinsic values. Taking a step further, this thesis also argues that to improve the quality of school education, each teacher has to decide on a definition and orientation of the curriculum which is in line with his/her own extra-curricular activity conception. Merely claiming that "Extra-curricular activity is part of the curriculum" is not necessarily conducive to improving education quality. Finally, the findings also point to the need to explore how we can provide teachers with a cultivating environment and quality facilitators for helping them clarify, improve and transform their conceptions of extra-curricular activities in the course of learning. This will be a key concern for the further development of teacher education. / 周昭和. / 呈交日期: 2006年4月. / 論文(哲學博士)--香港中文大學, 2006. / 參考文獻(p. 324-344). / Cheng jiao ri qi: 2006 nian 4 yue. / Adviser: Ngai-ying Wong. / Source: Dissertation Abstracts International, Volume: 67-11, Section: A, page: 4078. / 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. 324-344). / Zhou Zhaohe.

"2002年7月31日". / 論文(哲學碩士)--香港中文大學, 2002. / 參考文獻 (leaves 168-181). / 附中英文摘要. / "2002 nian 7 yue 31 ri". / Lun wen (zhe xue shuo shi)--Xianggang zhong wen da xue, 2002. / Can kao wen xian (leaves 168-181). / Fu Zhong Ying wen zhai yao. / 目錄 --- p.i / 目錄摘要 --- p.iii / Abstract --- p.iv / 鳴謝 --- p.v / Chapter 第一章 --- 緒論 --- p.1 / Chapter 1.1. --- 研究背景 --- p.1 / Chapter 1.2. --- 硏究意義 --- p.2 / Chapter 1.3. --- 研究目的與研究問題 --- p.3 / Chapter 第二章 --- 文獻綜述(I) --- p.8 / Chapter 2.1. --- 何謂資訊科技教育 --- p.8 / Chapter 2.2. --- IT的重要性：一個「資訊年代」的議論 --- p.9 / Chapter 2.3. --- 推行資訊科技教育的理念 --- p.10 / Chapter 2.4. --- 香港資訊科技教育的實施策略 --- p.11 / Chapter 2.5. --- IT的憧憬與現實：如何實施的問題 --- p.14 / Chapter 第三章 --- 文獻綜述(II) --- p.22 / Chapter 3.1. --- 「課程實施」的理論探索 --- p.22 / Chapter 3.2. --- 資訊科技教育下的教師角色與工作 --- p.32 / Chapter 3.3. --- 「教師工作」與「課程實施」的互動 --- p.41 / Chapter 3.4. --- 小結 --- p.49 / Chapter 第四章 --- 硏究設計與方法 --- p.50 / Chapter 4.1. --- 硏究的思考進路與理論架構 --- p.50 / Chapter 4.2. --- 硏究方法 --- p.52 / Chapter 4.3. --- 資料搜集與分析 --- p.56 / Chapter 4.4. --- 硏究信度與效度 --- p.62 / Chapter 4.5. --- 硏究倫理問題 --- p.63 / Chapter 4.6. --- 硏究限制 --- p.64 / Chapter 第五章 --- 資料整理及分析 --- p.66 / Chapter 5.1. --- 受訪者的背景資料 --- p.66 / Chapter 5.2. --- 受訪者所屬學校的IT政策 --- p.72 / Chapter 5.3. --- 「甚麼是資訊科技教育´」ؤ教師的定義 --- p.77 / Chapter 5.4. --- 教師如何使用IT --- p.83 / Chapter 5.5. --- 從教師工作處境脈絡理解資訊科技教育的實施 --- p.87 / Chapter 5.6. --- 教師工作的自主與被動 --- p.120 / Chapter 5.7. --- 實施資訊科技教育與教師工作分配 --- p.124 / Chapter 5.8. --- 教師工作的自我界定 --- p.135 / Chapter 第六章 --- 問題討論及結果歸納 --- p.139 / Chapter 6.1. --- 有關硏究問題的討論 --- p.139 / Chapter 6.2. --- 硏究結果的要點歸納 --- p.150 / Chapter 第七章 --- 啓示與總結 --- p.152 / Chapter 7.1. --- 研究結果的啓示 --- p.152 / Chapter 7.2. --- 對政策發展的建議與反思 --- p.157 / Chapter 7.3. --- 結語 --- p.164 / 參考書目 --- p.168 / Bibliography --- p.170

This research aimed to investigate whether or not intellectual styles are malleable and to study the effects of intellectual styles on learning achievement. These aims were achieved through investigating whether or not teachers’ teaching behavior could lead students to change their intellectual styles in learning, and examining the relationship between students’ intellectual styles and learning achievement. Surveys and an experiment were employed in this research. The surveys consisted of two pilot studies (Study 1 and Study 2), while the experiment formed the main study (Study 3). The pilot studies were performed to evaluate the two inventories (the Questionnaire for Teacher Interaction and the Thinking Styles Inventory-Revised) used in the main study, and to investigate the relationship between thinking styles and preferred teacher teaching behavior among students and teachers. Two hundred and forty-seven students and 94 teachers were recruited in Studies 1 and 2, respectively. Findings in these two pilot studies verified that the two inventories were applicable to Chinese secondary school teachers and students. These two studies also revealed that preferred teacher teaching behavior and thinking styles of students and teachers were related. In particular, students and teachers with a dominant preference for Type I thinking styles preferred student-centered teaching behavior to teacher-centered teaching behavior. Moreover, they preferred a wider range of teaching behavior than did the students and teachers with a dominant preference for Type II thinking styles. Also, in the teacher sample, the relationship between thinking styles and preferred teaching behavior exhibited a clearer pattern than in the student sample. The experiment was an eight-month instructional research. Five experimental classes were formed, with five teachers and 139 students as participants. Each teacher taught one class, after being trained to adopt only one type of teaching behavior to teach and to interact with students. Dominant, oppositional, and submissive teaching behaviors were the respective types adopted for three of the classes. The remaining two classes were taught by teachers adopting cooperative teaching behavior. Hence, the experiment adopted a 2 (time) × 5 (learning environment) repeated-measures design. Students’ thinking styles were measured by the Thinking Styles Inventory-Revised before and after the experiment. Also, an investigation of student learning achievement was conducted after classroom instruction. The results showed that students’ thinking styles changed in all of the five experimental classes, with teachers’ teaching behavior in teaching being the main factor contributing to the changes. Moreover, teacher-centered and student-centered teaching behaviors led to student thinking style changes along different directions. Teacher-centered teaching behavior tended to cause student thinking style changes that diverged from the teachers’ own preferred thinking styles, while student-centered teaching behavior tended to shift students’ thinking styles in a direction towards their teachers’ preferred thinking styles. Furthermore, students’ thinking styles and their learning achievement were related. Specifically, Type II styles and the internal style tended to positively predict student learning achievement, while Type I styles and the external style tended to negatively predict learning achievement. Theoretical and practical implications of these findings are also discussed. / published_or_final_version / Education / Doctoral / Doctor of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education