本文是一個關於香港中學教師追尋「人生目標」的生命故事的研究，探討香港中學教師如何從日常生活中，與教學生活中追尋「人生目標」的經歷。 / 本研究是以深度訪談的形式，訪談了六位教學年資達十年以上，人生目標測試存有最少達到一般教師人生目標平均數值的香港中學教師。研究員將訪談收集的資料進行編碼，按資料的性質與主題去分類;在分析資料時，亦參考了研究時個人日誌的內容，與有關「人生目標」的文獻內容作比較，發現被訪教師的人生目標，都是包含有：委身承擔 (commitment)、目標導向 (goal directedness)、個人意義性 (personal meaningfulness)及超越自己 (beyond-the-self)的元素；而在追尋人生目標的歷程上，藉着「反思」與「討論」的活動，可協助被訪教師調節與鞏固其人生目標。研究中發現，因着被訪教師存有一個「以學生為中心」的專業態度，能協助他們有效地對抗因教育改革後的轉變與挑戰。 / 在被訪教師成長的歷程中，他們人生目標的建立，是曾經受到師長及照顧者(如：父母、親人)所影響及導引，而這些人生目標，亦能協助他們建立正面的信念、價值觀及生命態度，從而使他們能有效地協助他們的學生正面與健康地成長。研究的結論，能對辦學團體及教育政策的決策人，在訂立教育的方向與策劃時，具啓示的作用；同時，對於設計有關教師與學生人生目標的培訓工作上，有重要的參考價值！ / This is a research about the life stories of Hong Kong secondary school teachers to search for their purpose in life. It explored on the experiences of Hong Kong secondary school teachers how to search for their purpose in life in daily lives and teaching work. / This research adopted the in-depth interview approach and has interviewed six Hong Kong secondary school teachers who have more than ten years teaching experiences. And they also got the above average marks of local similar researches in the purpose in life test. Based on the theme and nature of the data, the researcher categorized it and coded accordingly. After making comparison among interview records, personal log book and the relevant academic literatures, these research results proved that the elements included in the purpose in life of Hong Kong secondary school teachers are: commitment, goal-directedness, personal meaningfulness and beyond the self. On the process of searching for purpose in life, Hong Kong secondary school teachers usually make good use of the reflection and discussion activities in helping them to adjust and consolidate their purpose in life as well. This research manifested that teacher with professional attitude of "student-focused" could support teacher to face the challenges by the educational reforms effectively. / In their personal growth experience, Hong Kong secondary school teachers formulate their purpose in life which was inspired by their teachers and care-takers, e.g. parents and relatives. Moreover, their purpose in life facilitated them to establish positive belief and values, as well as their good life attitudes which in turn assist their students to grow up happily and healthily. The results of this research could enlighten the school’s developmental directions to the organizing body as well as the education policy makers. Moreover, this thesis also provided as a good reference for whom wanted to design or conduct "Purpose in Life" program for teachers and students. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 顏林發. / Parallel title from added title page. / Thesis (Ed.D.) Chinese University of Hong Kong, 2015. / Includes bibliographical references (leaves 256-281). / Abstracts also in English. / Yan Linfa.

All in all, the research findings had confirmed the hypotheses of this study. Demographic differences among secondary school teachers were related to stress. Self-efficacy, resiliency and school environment in various extents was related to secondary school teacher stress. This study has theoretical and practical contributions to the understanding of secondary school teacher stress in Hong Kong. Lastly, implications, limitations of this study and suggestions for future research directions were also discussed. / Moreover, structural equation modeling analysis was conducted to test and compare the goodness of fit of an overall direct effect model, a mediating model and a modified direct effect mediating model. Results indicated that the modified direct effect mediating model provided the best model fit with the data. School environment, self-efficacy and resiliency were found to be all negatively correlated to teacher stress. School environment exerted significant impact on teacher stress. Among the factors of school environment evaluated, affiliation, student support and work pressure had high correlation with secondary school teacher stress in Hong Kong. / Multivariate analysis of variance (MANOVA) was conducted to test for main effect of demographic variables on teacher stress. Findings revealed that years of teaching and school banding had significant main effect on stress. Teachers with more teaching experience were found to exhibit more stress than teachers with less experience in emotional manifestation and cardiovascular manifestation. Teachers worked in band three schools were found to be more stressful than teachers of band one and two schools in behavioural, emotional, fatigue and gastronomical manifestation of stress. / Reliability test and confirmatory factor analysis was conducted on the Teacher Stress Inventory, Generalized Self-efficacy Scale, Ego Resiliency Scale and the School-Level Environment Questionnaire and the instruments were found to be reliable and valid. / The purpose of this study are to examine whether demographic variables are related to teacher stress, if individual factors including self-efficacy and resiliency and systemic factor, school environment are related to teacher stress and how the individual factors together with the systemic factor jointly affect stress. The study is comprised of a convenient sample with 390 secondary school teachers. / Hung Oi Ling. / "April 2008." / Adviser: Alvin Leung Seung Ming. / Source: Dissertation Abstracts International, Volume: 70-03, Section: A, page: 0797. / Thesis (Ed.D.)--Chinese University of Hong Kong, 2008. / Includes bibliographical references (p. 208-231). / 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. / Abstracts in English and Chinese. / School code: 1307.

by Leung Kin Ping. / Bibliography: leaves 45-47 / Thesis (M.A.Ed.) -- Chinese University of Hong Kong, 1983

李殷泰. / 據手稿本複印. / Thesis (M.A.)--香港中文大學硏究院社會學部. / Ju shou gao ben fu yin. / Includes bibliographical references (leaves 226-232). / Li Yintai. / Thesis (M.A.)--Xianggang Zhong wen da xue yan jiu yuan she hui xue bu. / Chapter 第一章 --- 緒論 --- p.1 / Chapter 第二章 --- 文獻參閱 --- p.12 / Chapter 一 --- 關於專業性 --- p.12 / Chapter 二 --- 教師的專業性 --- p.42 / Chapter 三 --- 本文的觀點與研究焦點 --- p.58 / Chapter 第三章 --- 量度工具 --- p.70 / Chapter 一 --- 主要概念的定義和操作定義 --- p.70 / Chapter 二 --- 量度工具的效度 --- p.85 / Chapter 第四章 --- 研究設計 --- p.95 / Chapter 一 --- 資料搜集 --- p.95 / Chapter 二 --- 樣本 --- p.103 / Chapter 第五章 --- 職業專業性 --- p.115 / Chapter 第六章 --- 個人專業性 --- p.150 / Chapter 一 --- 專業性與社會人口因素 --- p.150 / Chapter 二 --- 專業性與專業之選擇 --- p.171 / Chapter 三 --- 專業性與職務滿足感 --- p.178 / Chapter 第七章 --- 摘要和結論 --- p.203 / 附錄 / Chapter 一 --- 香港學校及學生數目 --- p.216 / Chapter 二 --- 香港教師人數 --- p.217 / Chapter 三 --- 教育學院及工商師範學院學生人數 --- p.218 / Chapter 四 --- 教育職級名表 --- p.219 / Chapter 五 --- 調查問卷 --- p.221 / Chapter 六 --- 書目 --- p.226

by Tse Kin-shing. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1993. / Includes bibliographical references (leaves 84-91). / ACKNOWLEDGEMENT --- p.i / ABSTRACT --- p.iii / TABLE OF CONTENT --- p.v / LIST OF TABLES --- p.viii / LIST OF FIGURES --- p.ix / Chapter CHAPTER 1： --- INTRODUCTION / Background of the Study --- p.1 / The Problem --- p.6 / Purpose of the Study --- p.6 / Significance of the Study --- p.7 / Chapter CHAPTER 2: --- REVIEW OF LITERATURE / Holland's Theory of Vocational Choice --- p.10 / The Four Assumptions --- p.10 / The Six Environment and Personality Types --- p.11 / The Hexagon Model --- p.15 / Consistency --- p.17 / Congruency --- p.19 / Differentiation --- p.22 / Instruments for Measuring Personality --- p.23 / The Relationship between Teaching Performance and Congruency --- p.27 / Literature Related to Teaching Practice --- p.31 / Teaching Practice --- p.31 / The Length of Teaching Practice --- p.32 / Teaching Performance --- p.34 / Defining the Criteria of Performance --- p.36 / Factors Influence Teaching Performance --- p.40 / Evaluating Teaching Performance --- p.42 / Definition of Terms --- p.44 / Student Teacher --- p.44 / Teaching Practice --- p.45 / Teaching Performance --- p.46 / Attitudes --- p.47 / The Different Levels of Congruency --- p.48 / Chapter CHAPTER 3： --- METHODOLOGY / Method --- p.50 / Sample --- p.50 / Procedure --- p.51 / Variables --- p.53 / Null Hypotheses --- p.54 / Data Analysis --- p.54 / Chapter CHAPTER 4： --- RESULTS / Sample --- p.56 / Inter-Judge Reliability --- p.58 / Attitude Questionnaire --- p.60 / Scaling the Scores of Teaching Performance --- p.63 / Analysis of Variance on the Teaching Performance --- p.65 / Analysis of Variance on Attitude towards Teaching --- p.66 / Prediction on Teaching Performance --- p.68 / Chapter CHAPTER 5： --- "SUMMARY, DISCUSSION AND RECOMMENDATION" / Summary --- p.70 / Discussion --- p.73 / Limitation of the Study --- p.80 / Recommendation --- p.81 / REFERENCES --- p.84 / APPENDICES / Appendix I --- p.92 / Appendix II --- p.95 / Appendix III --- p.96 / Appendix IV --- p.97 / Appendix V --- p.101

by Lam Miu-ling, Theresa. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1991. / Bibliography: leaves 95-110. / ACKNOWLEDGEMENTS --- p.i / ABSTRACT --- p.iii / LIST OF TABLES --- p.vii / LIST OF FIGURES --- p.ix / CHAPTER / Chapter I. --- INTRODUCTION --- p.1 / Nature of the problem --- p.1 / Purpose of the study --- p.6 / Significance of the study --- p.7 / Chapter II. --- REVIEW OF LITERATURE --- p.9 / Job stress --- p.9 / Theory of P-E fit --- p.14 / Individual needs --- p.17 / Job demands --- p.20 / Job future ambiguity --- p.22 / Stress and strain --- p.27 / Social support --- p.30 / Chapter III. --- FRAMEWORK OF STUDY --- p.39 / Chapter IV. --- METHODOLOGY --- p.44 / Statement of hypotheses --- p.44 / Instrumentation --- p.45 / Definition of variables --- p.52 / Sampling design --- p.53 / Research procedures --- p.54 / Statistical procedures --- p.55 / Limitations --- p.57 / Chapter V. --- RESULTS --- p.59 / Results of pilot study --- p.59 / Results of main study --- p.60 / Reliability of instruments --- p.60 / Factor analysis of strain measures --- p.61 / Descriptive statistics of variables --- p.62 / Statistical analysis --- p.67 / Chapter VI. --- DISCUSSION OF FINDINGS --- p.79 / Teacher background characteristics and job strain --- p.79 / Job stress and job strain --- p.81 / Social support and job stress --- p.83 / Social support and job strain --- p.85 / Buffering effects of social support --- p.86 / Chapter VII. --- CONCLUSIONS AND RECOMMENDATIONS --- p.88 / Conclusions --- p.88 / Recommendations --- p.89 / Recommendations for school authority --- p.90 / Recommendations for teachers organizations --- p.91 / Recommendations for the Education Department --- p.92 / Recommendations for future research --- p.92 / REFERENCES --- p.95 / APPENDIX

Ko Chi-Chung Andre. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1999. / Includes bibliographical references (leaves 257-266). / Abstracts in English and Chinese. / Abstract --- p.ii / Acknowledgements --- p.v / Table of contents --- p.vii / List of figures --- p.x / List of tables --- p.x / List of abbreviations --- p.xii / Chapter Chapter 1 --- Introduction / Chapter 1.1 --- Background of the study --- p.1 / Chapter 1.2 --- Statement of the problem situation --- p.2 / Chapter 1.3 --- Purpose and significance of study --- p.4 / Chapter 1.4 --- Research questions --- p.5 / Chapter 1.5 --- Delimitation of the study --- p.6 / Chapter 1.6 --- Definition of key concepts --- p.7 / Chapter 1.7 --- Outline of the remainder of the thesis --- p.17 / Chapter Chapter 2 --- Literature review I: Environmental education and science education / Chapter 2.1 --- Overview of the literature review --- p.19 / Chapter 2.2 --- Understanding environmental education --- p.19 / Chapter 2.3 --- Present status of environmental education in Hong Kong schools --- p.28 / Chapter 2.4 --- Environmental education and science education --- p.30 / Chapter 2.5 --- Summary --- p.37 / Chapter Chapter 3 --- Literature review II: Research issues relevant to teaching environmental education / Chapter 3.1 --- Environmental education as a field of study and its paradigm of research --- p.39 / Chapter 3.2 --- The study of teachers' perceptions and practices --- p.42 / Chapter 3.3 --- Framework of analysis --- p.53 / Chapter 3.4 --- Research related to teachers' perceptions and practices --- p.58 / Chapter 3.5 --- Summary --- p.66 / Chapter Chapter 4 --- Research design / Chapter 4.1 --- Overview of the research design --- p.68 / Chapter 4.2 --- Research questions and associated research methods --- p.70 / Chapter 4.3 --- Questionnaire survey --- p.71 / Chapter 4.4 --- In-depth interview --- p.79 / Chapter Chapter 5 --- Curriculum analysis / Chapter 5.1 --- Overview of curriculum analysis --- p.86 / Chapter 5.2 --- Background the curriculum --- p.86 / Chapter 5.3 --- Characteristics of the curriculum --- p.91 / Chapter 5.4 --- Evaluation of the curriculum --- p.112 / Chapter 5.5 --- Summary and conclusion --- p.121 / Chapter Chapter 6 --- Questionnaire survey results / Chapter 6.1 --- Overview of the chapter --- p.123 / Chapter 6.2 --- Descriptive analysis of questionnaire survey data --- p.123 / Chapter 6.3 --- Inferential analysis of the questionnaire survey data --- p.142 / Chapter 6.4 --- Summary --- p.1525 / Chapter Chapter 7 --- Interview findings / Chapter 7.1 --- Overview of the chapter --- p.155 / Chapter 7.2 --- Interview findings --- p.157 / Chapter 7.3 --- Analysis of interview findings --- p.178 / Chapter 7.4 --- Summary --- p.197 / Chapter Chapter 8 --- Discussion / Chapter 8.1 --- Overview of the chapter --- p.200 / Chapter 8.2 --- Self-reported practices of teaching environmental education --- p.200 / Chapter 8.3 --- Teachers' perceptions of EE and their relation to practices of teaching EE --- p.209 / Chapter 8.4 --- Synthesis of research findings --- p.218 / Chapter 8.5 --- Further discussion of research findings --- p.220 / Chapter 8.6 --- Summary --- p.238 / Chapter Chapter 9 --- Conclusion and recommendation / Chapter 9.1 --- Summing up: Hong Kong secondary school science teachers' perception of environmental education --- p.239 / Chapter 9.2 --- Implications of research findings --- p.243 / Chapter 9.3 --- Limitation of the research and recommendation for further study --- p.248 / Appendix A A sample of cover letter and survey questionnaire --- p.251 / Appendix B Relevant EE topics of the IS Syllabus recommended in the CDC Guidelines --- p.256 / References --- p.257

王倩婷 = The conception of mathematics among Hong Kong mathematics teachers / Wong Qian Ting. / "2003年12月". / 論文(哲學碩士)--香港中文大學, 2003. / 參考文獻 (leaves 107-113). / 附中英文摘要. / "2003 nian 12 yue". / Wang Qianting = The conception of mathematics among Hong Kong mathematics teachers / Wong Qian Ting. / Lun wen (zhe xue shuo shi)--Xianggang Zhong wen da xue, 2003. / Can kao wen xian (leaves 107-113). / Fu Zhong Ying wen zhai yao. / Chapter 第一章 --- 緒論 / Chapter 1.1 --- 硏究背景 --- p.1-3 / Chapter 1.2 --- 硏究意義 --- p.3 / Chapter 第二章 --- 文獻回顧 / Chapter 2.1 --- 香港小學數學教育的現況 --- p.4-7 / Chapter 2.2 --- 學生的數學學習 --- p.8-11 / Chapter 2.2.1 --- 學生的數學學習與其數學觀 --- p.8 / Chapter 2.2.2 --- 數學學習、課程改革及數學觀的關連 --- p.9 / Chapter 2.2.3 --- 學生的數學學習與教師的數學觀 --- p.10 / Chapter 2.3 --- 教師的數學觀 --- p.12-18 / Chapter 2-3.1 --- 信念的定義 --- p.13 / Chapter 2.3.2 --- 信念的形成 --- p.16 / Chapter 2.3.3 --- 信念的結構 --- p.17 / Chapter 2.3.4 --- 小結 --- p.18 / Chapter 2.4 --- 教師數學觀的理論框架 --- p.19-25 / Chapter 2.4.1 --- 學者們提出的數學觀觀點 --- p.19 / Chapter 2.4.2 --- Ernest ( 1989)的數學觀理論框架 --- p.20 / Chapter 2.4.2.1 --- 對數學本身的觀念 / Chapter 2.4.2.2 --- 數學教學觀 / Chapter 2.4.2.3 --- 數學學習觀 / Chapter 2.4.3 --- Thompson (1991)的數學教學觀理論框架 --- p.23 / Chapter 2.4.4 --- Perry et al ( 1998，1999 )的數學教學觀理論框架 --- p.24 / Chapter 2.5 --- 教師的數學觀與其教學 --- p.26-28 / Chapter 2.6 --- 教師的背景、專業知識與其教學 --- p.29-30 / Chapter 2.7 --- 教學策略 --- p.31-36 / Chapter 2.7.1 --- 教學策略分類 --- p.31 / Chapter 2.7.2 --- 過往硏究綜述 --- p.33 / Chapter 2.8 --- 教師的數學觀與其教學策略的硏究 --- p.37-43 / Chapter 2.8.1 --- 過往硏究方法綜述 --- p.37 / Chapter 2.8.1.1 --- 質化硏究 / Chapter 2.8.1.2 --- 量化研究 / Chapter 2.8.1.3 --- 同時以質化及量化進行的硏究 / Chapter 2.8.2 --- 本港其他的數學教學計劃 --- p.40 / Chapter 2.8.3 --- 過往硏究的限制 --- p.42 / Chapter 第三章 --- 硏究方法 / Chapter 3.1 --- 硏究問題 --- p.44 / Chapter 3.2 --- 硏究工具 --- p.44-46 / Chapter 3.2.1 --- 背景資料 --- p.44 / Chapter 3.2.2 --- 數學觀訪問 --- p.45 / Chapter 3.2.2.1 --- 假設處境訪問 / Chapter 3.2.2.2 --- 數學教學觀訪問 / Chapter 3.2.2.3 --- 教學策略 / Chapter 3.3 --- 硏究對象 --- p.47-49 / Chapter 3.3.1 --- 硏究對象的選取 --- p.47 / Chapter 3.3.2 --- 硏究對象的個人資料 --- p.47 / Chapter 3.4 --- 硏究程序 --- p.49 / Chapter 第四章 --- 教師的一般數學觀 / Chapter 4.1 --- 數學觀 --- p.50-55 / Chapter 4.1.1 --- 強調運算 --- p.50 / Chapter 4.1.2 --- 講求理解 --- p.51 / Chapter 4.1.3 --- 與曰常生活有關 --- p.51 / Chapter 4.1.4 --- 訓練思考 --- p.52 / Chapter 4.1.5 --- 特定內容 --- p.53 / Chapter 4.1.6 --- 建構而成 --- p.54 / Chapter 4.1.7 --- 數學特性 --- p.54 / Chapter 4.2 --- 數學教學觀 --- p.55-60 / Chapter 4.2.1 --- 做中學習 --- p.55 / Chapter 4.2.2 --- 初學較嚴謹 --- p.56 / Chapter 4.2.3 --- 教師角色 --- p.51 / Chapter 4.2.4 --- 考試影響 --- p.59 / Chapter 4.2.5 --- 解難教學 --- p.59 / Chapter 4.3 --- 數學學習觀 --- p.60-61 / Chapter 4.3.1 --- 判斷對錯 --- p.60 / Chapter 4.3.2 --- 學生角色 --- p.61 / Chapter 第五章 --- 數學教師的三種類型 / Chapter 5.1 --- 實用型 --- p.62-75 / Chapter 5.1.1 --- 數學觀 --- p.62 / Chapter 5.1.1.1 --- 學校數學 / Chapter 5.1.1.2 --- 課題間關係薄弱 / Chapter 5.1.1.3 --- 與日常生活有關 / Chapter 5.1.1.4 --- 獨特性低 / Chapter 5.1.1.5 --- 權威判斷 / Chapter 5.1.2 --- 數學教學觀及其教學 --- p.66 / Chapter 5.1.2.1 --- 例題教學 / Chapter 5.1.2.2 --- 著重形式 / Chapter 5.1.2.3 --- 訓練思考和解難能力 / Chapter 5.1.2.4 / Chapter 5.1.3 --- 數學學習觀及其學生學習 --- p.72 / Chapter 5.1.3.1 --- 做中學習 / Chapter 5.1.3.2 --- 模仿者 / Chapter 5.2 --- 理解型 --- p.76-86 / Chapter 5.2.1 --- 數學觀 --- p.76 / Chapter 5.2.1.1 --- 理解和明白 / Chapter 5.2.1.2 --- 溝通工具 / Chapter 5.2.1.3 --- 數學思維 / Chapter 5.2.1.4 --- 學校數學以外 / Chapter 5.2.1.5 --- 逐步建構 / Chapter 5.2.2 --- 數學教學觀及其教學 --- p.81 / Chapter 5.2.2.1 --- 強調槪念 / Chapter 5.2.2.2 --- 反例突顯重點 / Chapter 5.2.2.3 --- 不同形式教學 / Chapter 5.2.2.4 --- 連繫已有知識 / Chapter 5.2.2.5 --- 一題多解 / Chapter 5.2.3 --- 數學學習觀及其學生學習 --- p.85 / Chapter 5.2.3.1 --- 內化教師教學 / Chapter 5.2.3.2 --- 因時制宜 / Chapter 5.3 --- 訓練思考型 --- p.87-98 / Chapter 5.3.1 --- 數學觀 --- p.87 / Chapter 5.3.1.1 --- 訓練思考 / Chapter 5.3.1.2 --- 嚴謹客觀 / Chapter 5.3.1.3 --- 情感態度 / Chapter 5.3.1.4 --- 持續發展 / Chapter 5.3.2 --- 數學教學觀及其教學 --- p.91 / Chapter 5.3.2.1 --- 數學性 / Chapter 5.3.2.2 --- 源於理解 / Chapter 5-3.2.3 --- 重組內容 / Chapter 5.3.2.4 --- 多種教學 / Chapter 5.3.2.5 / Chapter 5.3.2.6 --- 前後連繫 / Chapter 5.3.3 --- 數學學習觀及其學生學習 --- p.96 / Chapter 5.3.3.1 --- 表逹想法 / Chapter 5.3.3.2 --- 判斷對錯 / Chapter 第六章 --- 討論 / Chapter 6.1 --- 硏究結果 --- p.99-104 / Chapter 6.1.1 --- 實用型 --- p.99 / Chapter 6.1.2 --- 理解型 --- p.101 / Chapter 6.1.3 --- 訓練思考型 --- p.103 / Chapter 6.1.4 --- 小結 --- p.104 / Chapter 6.2 --- 總結 --- p.105-106 / Chapter 6.2.1 --- 實用層面 --- p.105 / Chapter 6.2.2 --- 學理層面 --- p.105 / Chapter 6.2.3 --- 未來硏究及發展方向 --- p.106 / 參考資料 --- p.107-113 / 附錄 / 附件一 實際教學片段 --- p.114-115 / 附件二 背景資料問卷 --- p.116-117 / 附件三 假設處境訪問大綱 --- p.118 / 附件四 數學教學觀訪問大綱 --- p.119 / 附件五 教學常見問題訪問大綱 --- p.120 / 附件六 觀課訪問大綱 --- p.121 / 圖表目錄 / 圖一 數學觀硏究框架 --- p.2 / 圖二 教師的數學觀與學生學習的關係 --- p.11 / 圖三 教師信念的架構 --- p.13 / 圖四 以情感度和認知度去劃分信念 --- p.14 / 圖五 數學觀的兩個度向：「傳遞」及「以學生爲中心」 --- p.25 / 圖六 影響教師數學教學行爲的因素 --- p.26 / 圖七 數學教師信奉的觀念與實際情況之關係 --- p.27 / 圖八 數學教學策略分類 --- p.33 / 圖九 硏究框架 --- p.44

過去二十多年，亞洲國家的學生在一些國際數學能力測試 (如 TIMSS、PISA) 中表現傑出，因此，許多學者嘗試找出這些學生取得優異成績的原因。根據經濟發展與合作組織的報告，在眾多變項中，教師的質素是影響學生學業成果的最重要因素。究竟一個能使學生有效學習的數學課堂，教師應擁有什麼數學知識? 教師應抱持什麼教學信念？ / 很多學者(如Ball, Thames, & Phelps、Shulman等)為鑽研教師的教學知識建立了不少理論，其中Ball和她的團隊利用Shulman有關教師知識的架構而發展出一項針對數學教學所涉及知識的類別，稱為「教學所需的數學知識」(mathematical knowledge for teaching，簡稱MKT)。此外，不少研究顯示除了知識之外，教師信念同樣影響教師的數學教學質素(Mathematical Quality of Instruction, 簡稱 MQI)。 / 本研究旨在了解香港高小經驗數學教師的MKT 和教學信念之現況，同時亦希望找出擁有高MKT及持不同教學信念的教師對其自身MQI之影響。 / 資料蒐集分兩階段進行，第一階段邀請105位擁有五年或以上數學教學經驗的教師參與，透過MKT測試卷和信念問卷分別量度他們的MKT和信念現況。至於第二階段，從第一階段參與的教師中挑選出八位經過測試結果屬於高水平的MKT的教師進行個案研究，研究員先觀察他們四節課堂教學，然後進行課後半結構訪談，測量他們的教學表現及進一步了解他們的教學信念。 / 研究結果顯示：(1) 在職經驗數學教師在圖形空間範疇的MKT成績高於數範疇的MKT成績；(2) 雖然信念問卷結果反映全部教師傾向抱持非傳統的教學信念，但是部分參與個案研究的教師卻抱持傳統教學信念的特徵；(3) 教師的教學質素並非全受著MKT的影響，擁有高MKT水平的教師而又持非傳統信念的教師的教學質素，比持有傳統信念特徵的教師的教學質素好；而(4) 教師在忙碌的教學生活下，大多沒有靈活多變的教學方法。本研究建議政府應推行政策減輕教師的工作量，而師訓機構宜開辦課程讓教師能掌握具體設計(尤其是數範疇) 的學習活動課程，協助教師建立專業交流網絡，創造機會讓教師進行反思，從而提高他們自身的教學能力。 / Over the past two decades, students from Asian countries have outperformed their counterparts in a number of international mathematics achievement studies such as TIMSS and PISA. Many scholars are therefore interested in investigating the reasons for Asian students’ higher performance. According to a research report released by the Organization for Economic Development and Cooperation, among the school variables which affect students’ learning outcomes, the quality of teachers play the most vital role. To provide a classroom environment for students that enables effective learning in mathematics, what kind of knowledge does a teacher need? And what kind of beliefs should a teacher hold? / Many scholars (e.g., Ball, Thames, & Phelps; Shulman, etc.) have proposed theories about the construction of teachers’ knowledge. Ball and her team, based on Shulman’s framework of teachers’ knowledge, developed a framework for "Mathematical Knowledge for Teaching" (MKT). Moreover, research studies have shown that in addition to MKT, a teacher’s beliefs also play an important role in a teacher’s mathematical quality of instruction (MQI). / This study aims to examine the MKT levels and beliefs of teachers who possess 5 or more years’ experience in teaching senior primary level mathematics, and to explore the influence of beliefs about teaching and learning on their MQI for teachers who have a high MKT level. / This study has undergone two stages in collecting data. During the first stage, 105 in-service experienced primary mathematics teachers were invited to complete an MKT instrument and a survey on beliefs about teaching and learning. It aims to explore their MKT levels and types of beliefs. At the second stage, eight teachers from the high MKT score group were selected for lesson observations and semi-structured interviews. Its aims were to explore their teaching performance and further verify their types of beliefs. / Results showed that (1) in-service experienced mathematics teachers generally scored higher MKT scores in the dimension of Shape and Space than in the dimension of Number. (2) They also showed that the scores of all 105 in-service teachers’ beliefs were identified as non-traditional. However, some teachers who were selected to take part in the subsequent case study held the characteristics of traditional transmission-oriented beliefs as revealed in the interview. Moreover, the findings also indicated that (3) the teachers’ instructional ability was not only affected by their MKT, their beliefs also played a part in shaping their pedagogical practices. Among the teachers with high MKT level, those teachers who held non-traditional beliefs outperformed their counterparts in terms of MQI. (4) It was also shown that teachers did not have a rich repertoire of teaching strategies to be used in classroom teaching because they lacked sufficient time to prepare their lessons. / In light of the findings, the Government should revise the current policy to reduce teachers’ workload. In addition, teacher training institutions should offer courses for teachers to design activities facilitating students’ learning in general, and strengthening the learning activities in the dimension of Number in particular. They should help teachers to establish professional exchange networks. By providing more chances for teachers’ to reflect, their teaching proficiency will be improved. / 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. / 陳詠心. / Parallel title from added title page. / Thesis (Ed.D.) Chinese University of Hong Kong, 2015. / Includes bibliographical references (leaves 132-149). / Abstracts also in English. / Chen Yongxin.

published_or_final_version / Public Administration / Master / Master of Public Administration