published_or_final_version / Education / Master / Master of Education

Australian students terminating their secondary education with completion of Form Four provided the major stimulus during the last decade for new curriculum developments in an organized study of man. To provide these fifteen-year old pupils with the necessary exposure to life for social adjustment underscored the debate between many social scientists and history teachers on the ability of their respective subject's focus. Where in the middle of the last decade Australia found herself in the middle of a communication revolution, many students, ending their educations during mid-adolescence, did not finish the normal sequence of history courses. History's dominance in the study of man was soon challenged. As a teacher and student in the Australian state of Victoria, it became soon apparent that many educational policies from abroad encountered a flexible if determined resistance. Arising from a different environment, many teachers and educators maintained that a few reforms or "enrichment" of history courses would more closely parallel contemporary needs than the more radical developments of the social sciences. A period of experimentation and uncertainty has persisted for at least the past ten years. A period which has not ended although many of the exponents of the extremes have retreated. History, a course which in 1965 was accepted by tradition, today is recognized and valuable for its own synoptic character.

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published_or_final_version / Education / Master / Master of Education

列志佳. / 呈交日期1998年. / 論文 (哲學碩士)--香港中文大學, 1999. / 參考文獻 (leaves 100-108). / 附中英文摘要. / Cheng jiao ri qi 1998 nian. / Lie Zhijia. / Lun wen (zhe xue shuo shi)-- Xianggang Zhong wen da xue, 1999. / Can kao wen xian (leaves 100-108). / Fu Zhong Ying wen zhai yao. / 摘要 --- p.i / Abstract --- p.ii / 鳴謝 --- p.iii / 目錄 --- p.v / 圖表目次 --- p.ix / 附錄目次 --- p.x / Chapter 第一章 --- 引言 --- p.1 / Chapter 1.1. --- 數學本質與數學史的關聯 --- p.1 / Chapter 1.2. --- 廣義數學教育目的 --- p.3 / Chapter 1.3. --- 硏究方向及意義 --- p.6 / Chapter 第二章 --- 文獻分析 --- p.7 / Chapter 2.1. --- 國際數學教育界對運用數學史於數學教育之硏究槪況 --- p.7 / Chapter 2.1.1. --- 運用數學史於數學教育中的理由 --- p.8 / Chapter 2.1.2. --- 實際運用 --- p.10 / Chapter 2.1.3. --- 評鑑硏究 --- p.11 / Chapter 2.2. --- 課程評鑑 --- p.11 / Chapter 第三章 --- 先導性硏究：本港中學生數學學習現況 --- p.14 / Chapter 3.1. --- 硏究目的 --- p.14 / Chapter 3.2. --- 研究方法 --- p.14 / Chapter 3.3. --- 研究對象 --- p.15 / Chapter 3.4. --- 研究結果 --- p.16 / Chapter 3.4.1. --- 數學教學現況及其缺失 --- p.16 / Chapter 3.4.2. --- 學習困難 --- p.18 / Chapter 3.4.3. --- 影響數學學習興趣的因素 --- p.21 / Chapter 3.4.4. --- 數學觀 --- p.23 / Chapter 3.4.5. --- 理想的數學老師 --- p.25 / Chapter 3.4.6. --- 理想的數學教學模式 --- p.26 / Chapter 3.5. --- 小結 --- p.27 / Chapter 第四章 --- 硏究目的及架構 --- p.30 / Chapter 4.1. --- 硏究架構 --- p.30 / Chapter 4.2. --- 研究問題 --- p.31 / Chapter 第五章 --- 硏究方法 --- p.32 / Chapter 5.1. --- 硏究設計 --- p.32 / Chapter 5.2. --- 研究對象 --- p.32 / Chapter 5.3. --- 實驗教材課題 --- p.33 / Chapter 5.4. --- 工具 --- p.33 / Chapter 5.4.1. --- 問卷 --- p.33 / Chapter 5.4.2. --- 晤談 --- p.35 / Chapter 5.4.3. --- 觀察 --- p.37 / Chapter 5.4.4. --- 預試結果 --- p.38 / Chapter 5.5. --- 硏究時序 --- p.38 / Chapter 第六章 --- 硏究結果 --- p.40 / Chapter 6.1. --- 意圖課程 --- p.40 / Chapter 6.1.1. --- 現行運用教材之設計 --- p.40 / Chapter 6.1.2. --- 對現行運用教材之評價 --- p.41 / Chapter 6.1.3. --- 意圖課程之設計 --- p.42 / Chapter 6.1.3.1. --- 引入部份 --- p.43 / Chapter 6.1.3.2. --- 定理的講解及證明 --- p.43 / Chapter 6.1.3.3. --- 習題部份 --- p.44 / Chapter 6.1.3.4. --- 文章選讀 --- p.44 / Chapter 6.1.4. --- 設計理念 --- p.45 / Chapter 6.1.4.1. --- 回應廣義數學教育目的中之文化目的 --- p.45 / Chapter 6.1.4.2. --- 擴闊學生對數學的視野 --- p.46 / Chapter 6.1.4.3. --- 彌補教學上之缺失 --- p.46 / Chapter 6.1.4.4. --- 有助解決學生的學習困難 --- p.46 / Chapter 6.2. --- 實施課程 --- p.49 / Chapter 6.2.1. --- 意圖課程的實施情況 --- p.49 / Chapter 6.2.2. --- 意圖課程與實施課程之間的差異 --- p.52 / Chapter 6.2.3. --- 差異之因由 --- p.53 / Chapter 6.2.4. --- 意圖課程的可行性 --- p.55 / Chapter 6.2.5. --- 意圖課程的局限性 --- p.56 / Chapter 6.3. --- 達成課程 --- p.57 / Chapter 6.3.1. --- 學生層面 --- p.57 / Chapter 6.3.1.1. --- 量化結杲 --- p.57 / Chapter 6.3.1.1.1. --- 指標之差異 --- p.57 / Chapter 6.3.1.1.2. --- 成績之差異 --- p.58 / Chapter 6.3.1.1.3. --- 小結 --- p.61 / Chapter 6.3.1.2. --- 質化結果 --- p.61 / Chapter 6.3.1.2.1. --- 課堂評估問卷結果 --- p.61 / Chapter 6.3.1.2.1.1. --- 對引入數學史於教學的喜歡程度及其因由 --- p.61 / Chapter 6.3.1.2.1.2. --- 新舊教學模式之比較 --- p.62 / Chapter 6.3.1.2.1.3. --- 對數學史之觀感 --- p.63 / Chapter 6.3.1.2.1.4. --- 對數學觀感之改變 --- p.64 / Chapter 6.3.1.2.2. --- 晤談结果 --- p.65 / Chapter 6.3.1.2.2.1. --- 評價準則 --- p.65 / Chapter 6 3.1.2.2 2 --- .新舊教學模式之比铰 --- p.66 / Chapter 6.3 1.2 2.3. --- 文章選讀 --- p.67 / Chapter 6.3 1.2.2.4. --- 教具的運用 --- p.6S / Chapter 6.3.1.2.2.5. --- 定理的證明 --- p.68 / Chapter 6.3.1.2.2.6. --- 對數學史之觀感 --- p.68 / Chapter 6.3.2. --- 老師層面 --- p.70 / Chapter 6.3.2.1. --- 定理的講解及證明 --- p.70 / Chapter 6.3.2.2. --- 古算題 --- p.71 / Chapter 6.3.2.3. --- 文章選讀 --- p.72 / Chapter 6.3.2.4. --- 整體評價 --- p.73 / Chapter 第七章 --- 宏觀探討：本港中學教師對引入數學史於數學教育之現況 --- p.76 / Chapter 7.1. --- 硏究法 --- p.76 / Chapter 7.1.1. --- 研究對象 --- p.76 / Chapter 7.1.2. --- 工具 --- p.77 / Chapter 7.2. --- 硏究結果 --- p.77 / Chapter 7.2.1. --- 量化結果 --- p.77 / Chapter 7.2.2. --- 質化結果(自由發撣題） --- p.80 / Chapter 7.2.2.1. --- 運用數學史的價値 --- p.80 / Chapter 7.2.2.2. --- 「高評價，少運用」之原因 --- p.82 / Chapter 7.2.2.3. --- 課程上的安排 --- p.83 / Chapter 7.2.2.4. --- 整體觀感 --- p.84 / Chapter 第八章 --- 討論及日後研究建議 --- p.85 / Chapter 8.1. --- 試驗所得之啓示 --- p.85 / Chapter 8.2. --- 教師教育 --- p.94 / Chapter 8.3. --- 數學教育目的 --- p.96 / 參考文獻 --- p.100 / 附錄 --- p.109

published_or_final_version / Education / Master / Master of Education

No description available.

published_or_final_version / Curriculum and Educational Studies / Doctoral / Doctor of Philosophy

published_or_final_version / Education / Master / Master of Science in Information Technology in Education

published_or_final_version / abstract / Education / Master / Master of Education