published_or_final_version / Education / Master / Master of Education

近年，西方社會對學生聲音的研究如雨後春筍。學者們努力研究如何在課程研究範疇中發掘這些長期被忽略，但又極具價值的部份──學生的聲音。本研究就是嘗試以中學課程中較少權力牽引的部份──課外活動作為切入點，探索學生以自己的聲音建構自己的課程，他們在態度上──對人(包括自己、老師和同學)、對活動及對學校的變化。 / 研究者在自身任教的中學，透過學生聲音得知學生最有興趣的課外活動是玩遊戲機，於是研究者向校方申請成立「電玩學會」，並召集了13位同學成立幹事會。本研究就是記錄了幹事會中8位活躍分子在這大半學年間，由他們的聲音組織多次的活動，然後由研究者透過半結構性訪談，利用內隱式的態度量度方法探討這些同學在各個向度的態度變化。此外，本研究也提出以學生聲音建構活動時所需要注意的重點。 / 研究發現以學生聲音建構的電玩學會活動，會令籌辦活動學生的投入程度增加，部份學生更在活動中進入了「暢態」。此外，籌辦活動亦令部份學生對自己的態度產生了變化，尤其對自己的能力感有所增加。不過，如果在他們自己建構的活動過程中受到挫折，卻會令學生產生更負面的影響，甚至會萌生放棄的念頭，而這正是作為導師需要介入並協助他們的時候。另一方面，當幹事會中每一位學生都有著自己的聲音，他們彼此互動造成的衝擊，會令學生對其他同學的態度產生兩極化的影響，可能變得更喜歡，也可能變得更不喜歡，這一點甚少在其他研究提及。研究亦發現學生在經歷自己籌辦的活動後，對導師及學校的態度也會有所改善，不過這些改變的幅度卻是因人而異。最後，本研究亦分析了以學生聲音建構活動時所需要注意的三個重要元素：老師、學生及課程。三者互相緊扣，而且缺一不可。如果老師自身不相信學生聲音的力量，不肯把既有的權力下放；又或是學生能力上或是心態還未準備在課程上分享/分擔設計者的角色；還是老師及學生所共同建構的課程背後有另外一些外力牽引，例如公開考試、學校期望等。這些都是令學生聲音窒息的主要原因。 / 教育是一項育人的工程。當我們經常投訴學生完成中學後就算有很好的學業成績，卻沒有創造力、怯於表達自己意見、只愛自己卻不理別人感受，我們可以試回想他們在學校多年經歷中又有沒有機會發出過自己的聲音，並且被聆聽及受尊重？所以本研究建議在規劃嚴謹的學校課程中引入學生聲音，讓老師和學生在彼此互相尊重下一起成長。不過在推行具學生聲音建構的課程時，我們還需注意以上提及的三個重要元素：老師、學生及課程，否則只會變成空有軀殼沒有神髓的行動。 / In recent years, the research on student voice has aroused many concerns in the western society. The researchers tried to dig the neglected yet valuable student voice in the curriculum inquiry aspect. This paper attempts to use extra-curricular activities as an intervention point, using student voice to construct their curriculum, and see if it would bring about changes in students’ attitude towards self, teachers, classmates, activities and school. / Through collecting student voices in school, the researcher reveals that the most popular extra-curricular activity is “Electronic games. Therefore, the researcher proposed to establish the “Electronic Games Club and recruited 13 students to form a committee. This paper has recorded how to use the student voices of the 8 active members in the committee, in organizing several functions. With semi-constructed interview, the changes in attitudes of the 8 members in different dimensions are measured through “Implicit Attitude Measurement. Besides, the key elements of using student voice in constructing activities are discussed. / This paper reveals that when students are using their voices to construct the activities, they will have a higher engagement in the activities. Some of the students even experienced “flow and some recalled an increase in self-efficacy. However, negative influence can also be resulted if the students experienced frustration in the process, and they may have thoughts of giving up. This is the point when teacher needs to intervene and provide assistance. What rarely mentioned in other researches is the bipolar influence on the attitude of the student towards teammates ─ either positive or negative when every student’s voice conflicts with each other. Different extent of positive attitude changes of students towards teachers and school are also recorded. Finally, the three indispensable key elements, namely, teacher, student, and curriculum, of constructing activities with the students’ voice are discussed. Students’ voice can be greatly undermined if teacher does not trust the power of student voice, or the students are not ready to share the role of designing the curriculum, or both the teacher and students are pulled by demands of public exams or expectation of school etc. / We are educating “people. We see students lacking creativity, too shy to express their opinions and too self-centered despite high education attainment. Let us recall if there was a chance for our students to express their voices in school? Were their voices being heard and respected? This paper proposed to introduce student voice within the tight school curriculum and promote the mutual respect and growth between teachers and students. Nevertheless, to implement the essence of student voice in the curriculum, we should always pay attention in the three key elements ─ teacher, student and curriculum. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 龔萬聲. / Thesis (Ed.D.)--Chinese University of Hong Kong, 2012. / Includes bibliographical references (leaves 244-257). / 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. / Gong Wansheng. / Chapter 1. --- 概覽 / 背景脈絡 --- p.1 / 研究目的 --- p.3 / 研究問題 --- p.4 / 研究方法 --- p.4 / 研究結果 --- p.5 / 研究意義 --- p.5 / Chapter 2. --- 文獻綜論 / Chapter 2.1 --- 學生聲音 --- p.7 / Chapter 2.1.1 --- 甚麽是學生聲音 --- p.7 / Chapter 2.1.2 --- 世界各地有關學生聲音的經驗 --- p.9 / Chapter 2.1.3 --- 發展學生聲音的關鍵議題 --- p.14 / Chapter 2.2 --- 態度及態度的量度 --- p.19 / Chapter 2.2.1 --- 甚麽是態度 --- p.19 / Chapter 2.2.2 --- 態度的量度範式的爭議 --- p.20 / Chapter 2.3 --- 學生聲音改變其態度─研究框架的建構 --- p.31 / Chapter 2.3.1 --- 學生對人在態度上的轉變 --- p.31 / Chapter 2.3.2 --- 學生對活動在態度上的轉變 --- p.34 / Chapter 2.3.3 --- 學生對學校在態度上的轉變 --- p.36 / Chapter 3. --- 研究設計 / Chapter 3.1 --- 研究問題 --- p.37 / Chapter 3.2 --- 研究方法 --- p.37 / Chapter 3.3 --- 研究框架 --- p.39 / Chapter 3.4 --- 數據收集及分析 --- p.40 / Chapter 3.4.1 --- 收集數據的方法 --- p.40 / Chapter 3.4.2 --- 訪談的結構 --- p.40 / Chapter 3.4.3 --- 訪談的策略 --- p.42 / Chapter 3.4.4 --- 分析數據 --- p.43 / Chapter 4. --- 開展的過程 / Chapter 4.1 --- 研究田野的基本資料 --- p.44 / Chapter 4.2 --- 參與研究者的基本資料 --- p.45 / Chapter 4.3 --- 研究者角色反省 --- p.47 / Chapter 4.4 --- 研究進程 --- p.49 / Chapter 5. --- 研究結果 / Chapter 5.1 --- 成立電玩學會之前 --- p.52 / Chapter 5.1.1 --- 從「學生興趣問卷調查」到成立電玩學會 --- p.52 / Chapter 5.1.2 --- 學會與幹事之間的「媒人」 --- p.54 / Chapter 5.2 --- 成立幹事會 --- p.57 / Chapter 5.2.1 --- 成立幹事會 --- p.57 / Chapter 5.2.2 --- 幹事會會議後二三事 --- p.59 / Chapter 5.2.3 --- 研究對象的形成 --- p.62 / Chapter 5.2.4 --- 校內學生的聲音 --- p.64 / Chapter 5.2.5 --- 學生產生的變化 --- p.72 / Chapter 5.3 --- 為電玩學會購買遊戲機 --- p.76 / Chapter 5.3.1 --- 由學會報名到幹事們自己開會及買遊戲機 --- p.76 / Chapter 5.3.2 --- 學生產生的變化 --- p.83 / Chapter 5.4 --- 學生籌辦的電玩週 --- p.85 / Chapter 5.4.1 --- 電玩週的籌備會議 --- p.85 / Chapter 5.4.2 --- 電玩週的第一天 --- p.87 / Chapter 5.4.3 --- 學生產生的變化 --- p.88 / Chapter 5.4.4 --- 電玩週的第二天 --- p.98 / Chapter 5.4.5 --- 學生產生的變化 --- p.99 / Chapter 5.4.6 --- 電玩週的第三天 --- p.105 / Chapter 5.4.7 --- 學生產生的變化 --- p.106 / Chapter 5.4.8 --- 電玩週的第四天 --- p.113 / Chapter 5.4.9 --- 學生產生的變化 --- p.114 / Chapter 5.4.10 --- 電玩週的第五天 --- p.120 / Chapter 5.5 --- 由為主席「補課」到下學期活動的籌備會議 --- p.123 / Chapter 5.5.1 --- 為主席「補課」 --- p.123 / Chapter 5.5.2 --- 下學期活動的籌備會議 --- p.124 / Chapter 5.5.3 --- 學生產生的變化 --- p.127 / Chapter 5.6 --- 下學期學生籌辦的電玩週 --- p.144 / Chapter 5.6.1 --- 電玩週的宣傳 --- p.144 / Chapter 5.6.2 --- 下學期電玩週活動 --- p.145 / Chapter 5.6.3 --- 學生產生的變化 --- p.147 / Chapter 6. --- 討論 / Chapter 6.1 --- 學生對自己態度的變化 --- p.162 / Chapter 6.1.1 --- 技術部鄒同學對自己態度有正向增加的例子 --- p.163 / Chapter 6.1.2 --- 副主席許同學對自己態度沒有太大變化的例子 --- p.164 / Chapter 6.1.3 --- 主席馮同學對自己產生負面態度的例子 --- p.165 / Chapter 6.2 --- 學生對同學態度的變化 --- p.170 / Chapter 6.2.1 --- 主席馮同學對同學的態度有正向增加的例子 --- p.171 / Chapter 6.2.2 --- 副主席許同學對同學產生負面態度的例子 --- p.172 / Chapter 6.3 --- 學生對老師態度的變化 --- p.176 / Chapter 6.3.1 --- 外校生卓同學的變化 --- p.176 / Chapter 6.3.2 --- 技術部幹事鄒同學及蘇同學的變化 --- p.177 / Chapter 6.3.3 --- 主席馮同學的變化 --- p.178 / Chapter 6.4 --- 學生對學校態度的變化 --- p.182 / Chapter 6.4.1 --- 副主席許同學的變化 --- p.183 / Chapter 6.4.2 --- 外校生楊同學和卓同學的變化 --- p.183 / Chapter 6.4.3 --- 主席馮同學的變化 --- p.184 / Chapter 6.5 --- 學生對活動態度的變化 --- p.188 / Chapter 6.5.1 --- 外校生楊同學和卓同學的變化 --- p.189 / Chapter 6.5.2 --- 副主席許同學的變化 --- p.192 / Chapter 6.5.3 --- 技術部的陳同學、鄒同學、蘇同學及黃同學在第一次電玩週活動的變化 --- p.194 / Chapter 6.5.4 --- 技術部的鄒同學及黃同學在第二次電玩週活動的變化 --- p.197 / Chapter 6.5.5 --- 主席馮同學在召開幹事會及購買遊戲機的變化 --- p.199 / Chapter 6.5.6 --- 主席馮同學在第一次電玩週活動的變化 --- p.201 / Chapter 6.5.7 --- 主席馮同學在第二次電玩週活動的變化 --- p.202 / Chapter 6.5.8 --- 小結 --- p.204 / Chapter 6.6 --- 學校課程嵌入學生聲音的可能性 --- p.207 / Chapter 6.6.1 --- 正式學科課程 --- p.207 / Chapter 6.6.2 --- 非正式課程 --- p.211 / Chapter 6.7 --- 老師的角色 --- p.214 / Chapter 6.7.1 --- 處理權力不平衡的問題 --- p.214 / Chapter 6.7.2 --- 處理學生聲音的包含性問題 --- p.216 / Chapter 6.7.3 --- 處理學生個別差異的問題 --- p.217 / Chapter 6.7.4 --- 老師的專業發展 --- p.219 / Chapter 6.7.5 --- 小結 --- p.220 / Chapter 7. --- 反思與建議 / Chapter 7.1 --- 研究意義 --- p.223 / Chapter 7.1.1 --- 學生聲音的探究 --- p.223 / Chapter 7.1.2 --- 量度態度的方法 --- p.224 / Chapter 7.1.3 --- 課外活動在香港的背景脈絡下的研究 --- p.225 / Chapter 7.1.4 --- 對研究者一次深層次的體驗 --- p.226 / Chapter 7.2 --- 研究局限 --- p.228 / Chapter 7.3 --- 研究的信度和效度 --- p.230 / Chapter 7.3.1 --- 研究的質素 --- p.230 / Chapter 7.3.2 --- 研究的可信性 --- p.233 / Chapter 7.4 --- 建議及結語 --- p.236 / Chapter 7.4.1 --- 課外活動的老師角色 --- p.236 / Chapter 7.4.2 --- 學生聲音在正式課程的探究 --- p.237 / Chapter 7.4.3 --- 本研究的一些改善建議 --- p.239 / Chapter 7.4.4 --- 對研究法的一些建議 --- p.241 / Chapter 7.4.5 --- 結語 --- p.242 / 參考書目 --- p.244

程曉樵. / 呈交日期: 2000年12月. / 論文(哲學博士)--香港中文大學, 2001. / 參考文獻 (p. 208-218) / 中英文摘要. / Cheng jiao ri qi: 2000 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. / Cheng Xiaoqiao. / Lun wen (Zhe xue bo shi)--Xianggang Zhong wen da xue, 2001. / Can kao wen xian (p. 208-218) / Zhong Ying wen zhai yao.

During the classroom teachings, teachers performed multiple roles. This include guided participation and scaffolding which helped to facilitate students in learning. During teaching, teachers should have continuous self-reflection and make suitable adjustment based on students' immediate responses so that they can always learn at the Zone of Proximal Development. / In the recent years, students' engagement has been the focus of concern in the US. Various studies have found that students' academic performances were directly affected by students' engagement. In Hong Kong, research on this topic has not yet been found. This research aimed to find out how the behaviors of three primary school English teachers' affect their students' engagements. The teachers were observed on how they presented their lessons on one of the units of the textbooks. Each teacher chose three students as samples of this research. Ways of data collection included: lesson observation, video-taping of classroom teaching, in-class tape-recording of the sample students, and interviewing the teachers and sample students. / The findings of this research perceived the following six behaviors that were of vital importance to students' engagement: (1) Providing learning opportunities for students, (2) Roles of teachers, (3) Student-teacher dialogue, (4) Teachers' demand on students' understanding of what they have been taught, (5) Teachers' self-reflection while teaching, and (6) Teachers' expectations on students. / There are three aspects of engagements: affective engagement, behavioral engagement and cognitive engagement. Students display different levels of engagements due to their teachers' behaviors while teaching. This research found that students' behavioral engagement is associated with superficial affective engagement but does not necessarily correlate with cognitive engagement. On the other hand, cognitive engagement is closely associated with profound affective engagement. It was also found that students' engagement is influenced by the following psychological factors: (1) autonomy, competence and relatedness of the Self Determination Theory, (2) self-efficacy, and (3) students' learning goal orientation. In order to elevate students' engagement, teachers have to provide learning opportunities at a suitable level of difficulties for the students and at the same time, challenging and exciting. Teachers should let students to have enough autonomy when they are striving hard for success. If students exert effort to reach their goals, they can get the sense of self-efficacy. / This research also discovered that students' learning goal orientation is very complicated. It is not a dichotomy. In the process of learning, students should go through the process of internalization, which is the most essential indicator of cognitive engagement. The researcher noticed that three of the teachers' behaviors may generate students' pseudo-learning: (1) teachers' didactic approach, (2) I-R-E (Initiation-Response-Evaluation) approach, (3) teachers' low expectation on students. Thereof, dispositional factors may not be the reason for students' lack of motivation in learning. Learning motivation may be the outgrowth of teachers' behavior while teaching. (Abstract shortened by UMI.) / 李帶生. / 論文(哲學博士)--香港中文大學, 2006. / 參考文獻(p. 379-394). / Advisers: Hin Wah Wong; Sin Pui Cheung. / Source: Dissertation Abstracts International, Volume: 68-03, Section: A, page: 0859. / 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. 379-394). / Li Daisheng.

陳潔貞. / 論文(哲學博士)--香港中文大學, 2006. / 參考文獻(p. 267-283). / 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. / Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2006. / Can kao wen xian (p. 267-283). / Chen Jiezhen.

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