Lee Wing-Sze Wincy. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2001. / Includes bibliographical references (leaves 39-47). / Abstracts in English and Chinese. / ABSTRACT --- p.2 / ACKNOWLEDEGEMENT --- p.4 / TABLE OF CONTENTS --- p.5 / INTRODUCTION OF RESEARCH TOPIC --- p.7 / THEORETICAL OVERVIEW --- p.9 / To be or not to be: Cognitive appraisal of stressful event --- p.9 / Psychological Vulnerability: Attitude towards using computer and computer anxiety --- p.13 / Burnout as the manifestation of occupational strain --- p.15 / Social Support --- p.17 / "The consequences of ""burning out"": Intention to Leave" --- p.19 / PRESENT INVESTIGATION --- p.19 / Confirmatory Analysis --- p.19 / Model specification and model testing --- p.20 / METHOD --- p.22 / Sample --- p.22 / Measurement of theoretical constructs --- p.23 / Pilot Study --- p.26 / RESULTS --- p.27 / Item level confirmatory analysis --- p.27 / Testing of measurement model --- p.30 / Evaluating the structural model --- p.32 / DISCUSSION --- p.34 / Implication of findings --- p.34 / Limitations and future studies --- p.37 / REFERENCES --- p.40 / APPENDIX A --- p.49 / APPENDIX B --- p.50 / APPENDIX C --- p.51 / TABLE 1 TO TABLE4 --- p.58 / FIGURE CAPTION --- p.61 / FIGURE1 --- p.62 / FIGURE2 --- p.63

鄭佩群. / "2011年12月". / "2011 nian 12 yue". / Thesis (M.Phil.)--Chinese University of Hong Kong, 2012. / Includes bibliographical references (leaves 148-157). / Abstract in Chinese and English. / Zheng Peiqun. / Abstract / 論文摘要 / 致謝 / Chapter 第一章 --- 緒論´ؤ´ؤ香港的性教育 --- p.p.1 / Chapter 第二章 --- 文獻回顧 --- p.p.9 / Chapter 第三章 --- 硏究問題及方法論 --- p.p.22 / Chapter 第四章 --- 教師的性/別與性態論述 --- p.p.35 / Chapter 第五章 --- 性教育：教師的處境 --- p.p.63 / Chapter 第六章 --- 教師的性/別身份 --- p.p.104 / Chapter 第七章 --- 結語 --- p.p.138 / 參考文獻 --- p.p.148

賴錫恩. / "2006年12月" / 論文(哲學碩士)--香港中文大學, 2006. / 參考文獻(leaves 86-92). / "2006 nian 12 yue" / Abstracts in Chinese and English. / Lai Xien. / Lun wen (zhe xue shuo shi)--Xianggang Zhong wen da xue, 2006. / Can kao wen xian (leaves 86-92). / Chapter 第一章： --- 緒論 / Chapter 1.1 --- 引言 --- p.1 / Chapter 1.2 --- 研究背景 --- p.4 / Chapter 1.3 --- 研究目的及重要性 --- p.5 / Chapter 1.4 --- 研究問題 --- p.6 / Chapter 第二章： --- 文獻回顧 / Chapter 2.1 --- 「課程統整」的發展 --- p.7 / Chapter 2.2 --- 「課程統整」的定義、取向及原則 --- p.9 / Chapter 2.3 --- 實施「課程統整」的模式 --- p.13 / Chapter 2.4 --- 兩岸實施「課程統整」的情況 --- p.16 / Chapter 2.5 --- 本港實施「課程統整」的情況 --- p.17 / Chapter 2.6 --- 多學科統整模式的再思 --- p.21 / Chapter 2.7 --- 教師對課程革新的憂慮 --- p.22 / Chapter 2.8 --- 三種診斷憂慮的工具 --- p.25 / Chapter 2.9 --- 課程革新中的介入支援 --- p.26 / Chapter 第三章： --- 研究方法 / Chapter 3.1 --- 研究設計背景 --- p.32 / Chapter 3.2 --- 行動研究的定義及發展 --- p.32 / Chapter 3.3 --- 行動研究的特質 --- p.34 / Chapter 3.4 --- 行動研究的模式 --- p.36 / Chapter 3.5 --- 研究設計及理論架構 --- p.37 / Chapter 3.6 --- 研究對象 --- p.39 / Chapter 3.7 --- 研究工具及資料搜集 --- p.40 / Chapter 3.8 --- 資料分析 --- p.43 / Chapter 第四章： --- 研究結果 / Chapter 4.1 --- 預備階段的憂慮 --- p.45 / Chapter 4.1.1 --- 資訊性層面的憂慮 --- p.46 / Chapter 4.1.2 --- 管理層面的憂慮 --- p.47 / Chapter 4.1.3 --- 後果層面的憂慮 --- p.48 / Chapter 4.2 --- 預備階段的介入支援及回嚮 --- p.49 / Chapter 4.2.1 --- 資訊性層面的介入支援 --- p.49 / 介入支援的回嚮 --- p.50 / Chapter 4.2.2 --- 管理層面的介入支援 --- p.50 / 介入支援的回嚮 --- p.51 / Chapter 4.2.3 --- 後果層面的介入支援 --- p.52 / 介入支援的回嚮 --- p.53 / Chapter 4.3 --- 實施階段的憂慮 --- p.54 / Chapter 4.3.1 --- 管理層面的憂慮 --- p.55 / Chapter 4.3.2 --- 後果層面的憂慮 --- p.57 / Chapter 4.4 --- 實施階段的介入支援及回嚮 --- p.58 / Chapter 4.4.1 --- 管理層面層面的介入支援 --- p.58 / 介入支援的回嚮 --- p.58 / Chapter 4.4.2 --- 後果層面的介入支援 --- p.59 / 介入支援的回嚮 --- p.59 / Chapter 4.5 --- 總結階段的憂慮 --- p.61 / Chapter 4.5.1 --- 資訊性層面的憂慮 --- p.62 / Chapter 4.5.2 --- 管理層面的憂慮 --- p.63 / Chapter 4.5.3 --- 後果層面的憂慮 --- p.63 / Chapter 4.5.4 --- 再關注層面的憂慮 --- p.64 / Chapter 4.6 --- 總結階段的介入支援及回嚮 --- p.65 / Chapter 4.6.1 --- 資訊性層面的介入支援 --- p.65 / 介入支援的回嚮 --- p.65 / Chapter 4.6.2 --- 管理層面的介入支援 --- p.66 / 介入支援的回嚮 --- p.66 / Chapter 4.6.3 --- 後果層面的介入支援 --- p.66 / 介入支援的回嚮 --- p.67 / Chapter 4.6.4 --- 再關注層面的介入支援 --- p.67 / 介入支援的回嚮　　　 --- p.67 / Chapter 第五章： --- 討論 / Chapter 5.1 --- 教師憂慮的反思 --- p.69 / Chapter 5.1.1 --- 評鑑層面的憂慮 --- p.69 / Chapter 5.1.2 --- 資訊性層面的憂慮 --- p.70 / Chapter 5.1.3 --- 管理層面的憂慮 --- p.71 / Chapter 5.1.4 --- 後果層面的憂慮 --- p.72 / Chapter 5.1.5 --- 再關注層面的憂慮 --- p.73 / Chapter 5.2 --- 介入支援的回嚮及反思 --- p.73 / Chapter 5.2.1 --- 教師工作坊的設計 --- p.73 / Chapter 5.2.2 --- 變革推動者的角色 --- p.74 / Chapter 5.2.3 --- 家校合作的重要性 --- p.74 / Chapter 5.2.4 --- 針對性的介入支援 --- p.75 / Chapter 5.2.5 --- 全體參與介入支援 --- p.75 / Chapter 5.2.6 --- 學校方面的配合 --- p.76 / Chapter 5.2.7 --- 令教師改變信念 --- p.76 / Chapter 5.3 --- 教師背景與憂慮的關係 / Chapter 5.3.1 --- 有課統經驗vs沒有課統經驗 --- p.76 / Chapter 5.3.2 --- 角色的轉變 --- p.77 / Chapter 5.3.3 --- 教師的背景 --- p.77 / Chapter 第六章： --- 總結 / Chapter 6.1 --- 研究的源起 --- p.78 / Chapter 6.2 --- 研究的結果 --- p.78 / Chapter 6.2.1 --- 教師的憂慮 --- p.78 / Chapter 6.2.2 --- 介入支援的效能 --- p.80 / Chapter 6.2.3 --- 教師背景對憂慮的影響 --- p.82 / Chapter 6.3 --- 研究的啟示 --- p.83 / Chapter 6.4 --- 研究的限制 --- p.84 / Chapter 6.5 --- 建議 --- p.85 / 參考書目 --- p.86 / 附錄　 --- p.93

香港高中中國語文科課程在過去長期處於穩定的情況，但踏入2000年鋪天蓋地的教育改革接踵而來，中國語文科也不例外。香港課程發展議會在2001年編訂了《中學中國語文課程指引》，在翌年9月於初中正式施行，並於2005年9月拓展至高中。隨著334新學制在2009正式實施，原有的高中課程（中四至中五級）和大學預科課程（中六至中七級）將會合併，高中中國語文科也進行了相應的變革。這兩次的課程改革已不再局限於小幅度的內容修訂，使高中中國語文科教師面對前所未有的轉變。 / 本研究旨在通過了解課程改革後教師工作的變化，探究高中中文科教師在課程改革下的身份認同。本研究以質性研究取向，採用目的性的個案抽樣，選取了六名分別來自不同學生級別的學校，任教高中的教師為研究對象。 / 研究結果顯示，高中中文科教師的身份認同內涵複雜，包含了代表學科傳統的子身份認同認同，以及代表了考試傳統的子身份認同認同。這些子身份認同認同的建構受著制度層面、學校層面和個人層面等多重因素影響。由於在正規的課程內，反映考試傳統的子身份認同認同佔有優勢，教師通過追蹤課程改革後的新公開考試模式，嘗試建構這方面的身份認同內涵。另一方面，由於正規課程資源有限，教師必須在正規課程以外額外投入的個人資源，藉以建構代表學科傳統的子身份認同認同。 / 本研究發現，分別代表著學科傳統和考試傳統的子身份認同認同存在衝突，但基於高中課程應試的需要，代表考試傳統的子身份認同認同往往在正規課程內佔有優勢。儘管如此，因為新高中中文科課程內容和教學要求抽象，公開考試模式不斷轉變，教師往往在協助學生應付公開試時遭遇困難，影響了教師身份認同的建構。 / The curriculum of Chinese Language for the senior secondary education in Hong Kong had remained stable over a long period of time in the past. However, since 2000, there have been tremendous and successive education reforms, with no exception for the curriculum of Chinese Language. In 2001, The Curriculum Development Council of Hong Kong formulated the Curriculum Guide for Secondary Chinese Language, which was formally carried out among the junior secondary levels in September 2002, then extended to the senior secondary levels in September 2005. In 2009, the New Senior Secondary Curriculum was officially implemented. Under the new “334 System, the former senior secondary curriculum (Form Four and Form Five) and matriculation curriculum (Form Six and Form Seven) have been integrated. The subject Senior Secondary Chinese Language has also undergone relevant changes. These two reforms no longer concern with small-scale revision of the curriculum content. Senior Secondary Chinese Language teachers have thus been facing unprecedented changes. / Probing into the changes of the work of the teachers after the curriculum reforms, this research investigates the identity of Senior Secondary Chinese Language teachers under the reforms. Adopting a qualitative research approach and through purposive sampling of cases, a sample of six teachers has been chosen for the study. These six teachers are from six different schools of different bandings. / The results of the research indicate that the identity of Senior Secondary Chinese Language teachers is a complex construct. It comprises the sub-identity representing the tradition of the subject, as well the sub-identity representing the tradition of examination. The construction of these sub-identities is influenced by multiple factors from different aspects, such as the education policy, the school, and the individual self. The sub-identity representing the tradition of examination is advantageous within the formal curriculum. Therefore, the teachers attempt to construct such identity through following the mode of the new public examination after the curriculum reforms. On the other hand, the resources of the formal curriculum are limited. Beyond the formal curriculum, the teachers must put in additional individual resources in order to construct the sub-identity representing the tradition of the subject. / This research reveals that there are conflicts between the sub-identities representing the tradition of the subject and the tradition of examination respectively. However, in view of the requirement of examination in the New Senior Secondary Curriculum, the sub-identity representing the tradition of examination is in general advantageous within the formal curriculum. Nevertheless, owing to the abstract content and teaching requirements of new curriculum of the Senior Secondary Chinese Language, as well the continuous changes of the mode of public examination, the teachers generally encounter problems when helping the students prepare for the examination. This impacts the identity construction of the teachers. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 林安. / "2013年4月". / "2013 nian 4 yue". / Thesis (Ed.D.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 226-245). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract in Chinese and English. / Lin An. / Chapter 第一章 --- 研究緣起與研究問題的提出 --- p.6 / Chapter 1.1 --- 研究緣起 --- p.6 / Chapter 1.2 --- 研究問題的提出 --- p.8 / Chapter 1.3 --- 研究意義 --- p.10 / Chapter 第二章 --- 文獻析評：教師身份認同 --- p.13 / Chapter 2.1 --- 學界研究的轉向與教師身份認同研究的關係 --- p.13 / Chapter 2.2 --- 「身份認同」概念 --- p.16 / Chapter 2.3 --- 「教師身份認同」概念 --- p.19 / Chapter 2.3.1 --- 教師身份認同的概念化方式與取向 --- p.29 / Chapter 2.3.2 --- 教師身份認同與教師自我的概念關聯 --- p.37 / Chapter 2.3.3 --- 教師身份認同與教師角色的關聯 --- p.38 / Chapter 2.3.4 --- 小結 --- p.44 / Chapter 2.4 --- 教師身份認同的內部分類和分析 --- p.46 / Chapter 2.5 --- 教育改革與教師身份認同的關係 --- p.52 / Chapter 2.5.1 --- 教育改革所引發的教師身份認同危機 --- p.52 / Chapter 2.5.2 --- 教師身份認同在教改中的重塑 --- p.55 / Chapter 2.5.3 --- 教師經歷教育改革的情感元素與身份認同的關係 --- p.60 / Chapter 2.5.4 --- 身份認同概念與教師實踐性知識 --- p.61 / Chapter 第三章 --- 文獻述評：香港中學中國語文科課程改革 --- p.65 / Chapter 3.1 --- 制度層面的課程因素 --- p.66 / Chapter 3.1.1 --- 教師工作與角色的要求 --- p.66 / Chapter 3.1.2 --- 課程設計取向 --- p.69 / Chapter 3.1.3 --- 課程目標 --- p.70 / Chapter 3.1.4 --- 學科知識的內涵 --- p.71 / Chapter 3.1.5 --- 教學模式 --- p.73 / Chapter 3.1.6 --- 課程涵蓋面 --- p.75 / Chapter 3.1.7 --- 課程組織 --- p.76 / Chapter 3.2 --- 學校層面的課程因素 --- p.78 / Chapter 3.2.1 --- 科組的工作文化 --- p.78 / Chapter 3.3 --- 教師個人層面的因素 --- p.79 / Chapter 3.3.1 --- 教師個人信念 --- p.79 / Chapter 3.4 --- 小結 --- p.81 / Chapter 第四章： --- 研究設計 --- p.82 / Chapter 4.1 --- 研究問題的再提出 --- p.82 / Chapter 4.2 --- 核心概念與概念框架 --- p.83 / Chapter 4.2.1 --- 高中中國語文科教師身份認同的特質 --- p.83 / Chapter 4.2.2 --- 教師的「自我意象」 --- p.84 / Chapter 4.2.3 --- 脈絡因素 --- p.85 / Chapter 4.2.4 --- 概念框架 --- p.86 / Chapter 4.3 --- 術語定義 --- p.88 / Chapter 4.4 --- 質性研究的取向 --- p.90 / Chapter 4.5 --- 研究方法：個案研究法 --- p.93 / Chapter 4.5.1 --- 個案取樣 --- p.95 / Chapter 4.5.2 --- 資料收集方法一：深度訪談 --- p.96 / Chapter 4.5.2 --- 資料收集方法二：課堂觀察 --- p.100 / Chapter 4.6 --- 資料的整理和分析 --- p.102 / Chapter 4.7 --- 預期的研究限制及困難 --- p.105 / Chapter 4.7.1 --- 信度與效度 --- p.105 / Chapter 4.7.2 --- 研究倫理 --- p.106 / Chapter 第五章 --- 課程改革下中文科教師身份認同的變化 --- p.108 / Chapter 5.1 --- 對高中中文科教師身份認同內涵的闡釋 --- p.109 / Chapter 5.1.1 --- 鄭老師：代表專門學科教學專業、注重學生品德情意、傳承古代文化、應付公開考試 --- p.109 / Chapter 5.1.2 --- 何老師：展現學科的專業知識、協助學生升讀大學、對傳統語文與文化薪火相傳 --- p.112 / Chapter 5.1.3 --- 楊老師：展現學科專家的地位和知識、協助學生應付公開考試 --- p.114 / Chapter 5.1.4 --- 胡老師：協助學生應付公開考試，培養學生品德情意 --- p.116 / Chapter 5.1.5 --- 馬老師：協助學生應付公開考試、較專業的教學身份、傳承語文素養 --- p.117 / Chapter 5.1.6 --- 蔡老師：協助學生應付公開考試、發展校本課程和教學設計 --- p.120 / Chapter 5.1.7 --- 小結 --- p.122 / Chapter 5.2 --- 從新課程下教師工作的變化看高中中文科教師的身份認同 --- p.123 / Chapter 5.2.1 --- 個案一：鄭老師 --- p.124 / Chapter 5.2.2 --- 個案二：何老師 --- p.130 / Chapter 5.2.3 --- 個案三：楊老師 --- p.135 / Chapter 5.2.4 --- 個案四：胡老師 --- p.140 / Chapter 5.2.5 --- 個案五：馬老師 --- p.146 / Chapter 5.2.6 --- 個案六：蔡老師 --- p.154 / Chapter 5.2.7 --- 小結 --- p.161 / Chapter 5.3 --- 影響高中中文科教師身份認同的因素 --- p.164 / Chapter 5.3.1 --- 制度層面 --- p.164 / Chapter 5.3.2 --- 學校層面 --- p.166 / Chapter 5.3.3 --- 個人層面 --- p.168 / Chapter 5.3.4 --- 小結 --- p.168 / Chapter 5.4 --- 高中中文科教師符應新身份認同的方法 --- p.169 / Chapter 5.4.1 --- 如何建構「協助學生應付公開考試」的身份內涵 --- p.170 / Chapter 5.4.2 --- 如何建構來自學科傳統文化的身份認同內涵 --- p.172 / Chapter 5.4.3 --- 小結 --- p.173 / Chapter 第六章 --- 討論、分析和總結 --- p.174 / Chapter 6.1 --- 研究總結 --- p.175 / Chapter 6.1.1 --- 課改下高中中文科教師身份認同的改變 --- p.175 / Chapter 6.1.2 --- 影響高中中文科教師身份認同的因素 --- p.175 / Chapter 6.1.3 --- 高中中文科教師符應課改下身份認同的方法 --- p.176 / Chapter 6.2 --- 研究結果的討論與分析 --- p.177 / Chapter 6.2.1 --- 課程改革下高中中文科教師身份認同的轉變 --- p.177 / Chapter 6.2.2 --- 教師身份認同的變化之一：「學科傳統」的子身份認同被邊緣化 --- p.193 / Chapter 6.2.3 --- 教師身份認同的變化之二：難以建構的新「考試文化」子身份認同 --- p.200 / Chapter 6.2.4 --- 教師工作的調節--「學科傳統」身份認同和主體性的呈現 --- p.206 / Chapter 6.3 --- 對本研究概念框架的修訂 --- p.208 / Chapter 6.4 --- 對三個研究問題的回應 --- p.214 / Chapter 第七章： --- 研究貢獻、研究限制和建議 --- p.217 / Chapter 7.1 --- 研究貢獻 --- p.217 / Chapter 7.1.1 --- 理論研究方面 --- p.217 / Chapter 7.1.2 --- 實徵研究方面 --- p.219 / Chapter 7.1.3 --- 教師實務方面 --- p.219 / Chapter 7.2 --- 研究限制 --- p.220 / Chapter 7.2.1 --- 研究範圍的限制 --- p.220 / Chapter 7.2.2 --- 研究樣本的限制 --- p.220 / Chapter 7.2.3 --- 資料蒐集的限制 --- p.222 / Chapter 7.3 --- 建議 --- p.223 / Chapter 7.3.1 --- 對高中中文科教師身份認同研究的建議 --- p.223 / Chapter 7.3.2 --- 對中文科教師的建議 --- p.224 / Chapter 7.3.3 --- 對中學校長的建議 --- p.224 / Chapter 7.3.4 --- 對教育局和考評局的建議 --- p.224 / 參考文獻 --- p.226

本研究旨在透過職前教師資訊問題解決課程之設計及實施，以了解及提升職前教師利用互聯網解決資訊問題的能力及了解課程的成效。研究以Eisenberg & Berkowitz 的Big 6 及認知心理學中的問題空間中起始狀態、中間狀態及目標狀態作為論文架構。本研究採用了量化和質化取向，以探討三個研究問題：首先，探討在實施資訊問題解決課程前職前教師的解決資訊問題能力。然後，探討職前教師在實施資訊問題解決課程後的轉變，這包括職前教師所能掌握及未能掌握的技能和擁有不同解決資訊問題能力的職前教師之學習情況。最後，本研究會討論職前教師在解決資訊問題時所遇見的困難，並檢視整個資訊問題解決課程之成效及可改進的地方。 / 本研究對象為研究者所任教的職前教師，人數為29人。所有的對象均需要在課程實施前及課程實施後填寫職前教師資訊問題解決問卷、完成資訊問題選擇題測驗及解決一個實際的資訊問題工作，以了解職前教師在課程前後對解決資訊問題的自我認知和實際能力。同時，為了解職前教師在課程學習時的過程，在課程實施時提供相關的工作紙以作記錄。根據職前教師在解決資訊問題時的表現，本研究選取了四名職前教師進行訪談，以更深入了解職前教師在解決問題時的學習情況及所面對的困難。 / 研究結果顯示，本研究所設計的課程能有效協助職前教師解決資訊問題。他們在課程前已擁有較佳的起始狀態，但中間狀態和目標狀態中的能力稍遜。在課程實施後，他們的能力有實質的改變。除了能定義問題外，他們更能指出搜尋引擎以外的資訊來源、利用搜尋關鍵字、採用評估資料準則並能夠利用互聯網工具管理資訊。但結果也顯示他們有不少可改進的地方，如可更了解問題的要求、資訊來源對問題的貢獻、不同類型關鍵字、進階檢索的使用、評估資訊對問題的貢獻及組織資訊的方法等。他們出現困難的主要原因包括未能掌握較深入的技巧、對問題的信心和態度、網絡資源的限制及課程的安排。 / The study aims to understand the ability of information problem solving (IPS) and the effectiveness of IPS curriculum. By integrating Big6 model and problem space concept in cognitive psychology, this study employed both quantitative and qualitative approach to answer three research questions: (1) What are the IPS skills of pre-service teachers before implementing the IPS curriculum? (2) What are the effects of IPS curriculum? (3) What are the difficulties of pre-service teachers in solving information problem? / 29 pre-service teachers participated in this research. All of them required to work on questionnaire, test and information task before and after curriculum implementation. In order to understand the difficulties in solving information problem, four of them participated in in-depth interview. / Result revealed that the curriculum demonstrated significant improvement in the ability of information problem solving. Before the curriculum implementation, they had poor performance in intermediate state and goal state. After the curriculum implementation, they had ability to define the problem, list information source, use basic keywords, employ evaluation criteria and manage information by using web tools. However, there are several ways to improve. For example, to understand the requirements of problem, to understand the contribution of information sources, to use different type of keywords and advanced search statements, to understand the contribution of web evaluation and to understand how to organize information. The reasons of difficulties in solving information problem have been addressed. It includes the complexity in information problem solving skills, the attitudes and confidence of handling problem, the limitation of web resources and the arrangement of the curriculum. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 鄧高瑋. / Thesis (Ed.D.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 176-187). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract in Chinese and English. / Deng Gaowei. / Chapter 第1章 --- 導論 --- p.1 / Chapter 1.1 --- 研究背景 --- p.1 / Chapter 1.1.1 --- 問題解決與資訊問題解決的重要性 --- p.1 / Chapter 1.1.2 --- 職前教師對資訊問題解決的需要 --- p.2 / Chapter 1.1.3 --- 資訊問題解決課程的需要 --- p.2 / Chapter 1.2 --- 研究目的及研究問題 --- p.3 / Chapter 1.3 --- 研究意義 --- p.4 / Chapter 1.3.1 --- 可以豐富問題解決的方法 --- p.4 / Chapter 1.3.2 --- 深入了解職前教師解決問題過程 --- p.4 / Chapter 1.3.3 --- 可以提升職前教師解決問題的技巧 --- p.5 / Chapter 第2章 --- 文獻綜述 --- p.6 / Chapter 2.1 --- 問題與問題解決 --- p.6 / Chapter 2.1.1 --- 問題的定義 --- p.6 / Chapter 2.1.2 --- 資訊問題的定義 --- p.8 / Chapter 2.1.3 --- 問題解決的概念 --- p.10 / Chapter 2.2 --- 資訊問題解決模式 --- p.11 / Chapter 2.2.1 --- Big6資訊問題解決模式 --- p.11 / Chapter 2.2.2 --- Big6與資訊問題解決能力 --- p.14 / Chapter 2.2.3 --- Big6實證研究 --- p.15 / Chapter 2.3 --- 資訊問題與資訊素養 --- p.19 / Chapter 2.3.1 --- 資訊素養的定義 --- p.19 / Chapter 2.3.2 --- 資訊素養與資訊問題解決的關係 --- p.20 / Chapter 2.3.3 --- 資訊素養架構 --- p.20 / Chapter 2.4 --- 資訊問題解決的課程教學 --- p.23 / Chapter 2.4.1 --- 教學目標 --- p.23 / Chapter 2.4.2 --- 課程教學策略 --- p.24 / Chapter 2.4.3 --- 資訊問題解決能力的評估 --- p.26 / Chapter 2.4.3.1 --- 問卷調查 --- p.26 / Chapter 2.4.3.2 --- 測驗及工作 --- p.27 / Chapter 第3章 --- 研究設計與方法 --- p.30 / Chapter 3.1 --- 研究的基本框架與研究問題 --- p.30 / Chapter 3.1.1 --- 研究目的及研究問題 --- p.30 / Chapter 3.1.2 --- 研究框架 --- p.30 / Chapter 3.2 --- 研究方法設計 --- p.33 / Chapter 3.3 --- 研究流程 --- p.35 / Chapter 3.3.1 --- 研究對象 --- p.35 / Chapter 3.3.2 --- 資訊問題解決課程安排 --- p.36 / Chapter 3.3.2.1 --- 課程編排及課程內容 --- p.36 / Chapter 3.3.2.2 --- 課程教學策略 --- p.38 / Chapter 3.3.3 --- 數據收集工具 --- p.41 / Chapter 3.3.3.1 --- 問卷調查 --- p.42 / Chapter 3.3.3.2 --- 資訊問題解決測驗 --- p.43 / Chapter 3.3.3.3 --- 資訊問題工作及課堂工作紙 --- p.44 / Chapter 3.3.3.4 --- 訪談 --- p.47 / Chapter 3.4 --- 資料分析 --- p.49 / Chapter 3.4.1 --- 量化數據的分析 --- p.49 / Chapter 3.4.2 --- 質化數據的分析 --- p.50 / Chapter 第4章 --- 研究結果─問卷、測驗及工作 --- p.52 / Chapter 4.1 --- 問卷結果 --- p.52 / Chapter 4.1.1 --- 起始狀態 --- p.53 / Chapter 4.1.2 --- 中間狀態：尋求資訊來源 --- p.55 / Chapter 4.1.3 --- 中間狀態：搜尋資訊 --- p.57 / Chapter 4.1.4 --- 中間狀態：評估資訊 --- p.60 / Chapter 4.1.5 --- 目標狀態 --- p.63 / Chapter 4.2 --- 測驗結果 --- p.67 / Chapter 4.2.1 --- 中間狀態：尋求資訊來源 --- p.68 / Chapter 4.2.2 --- 中間狀態：搜尋資訊 --- p.69 / Chapter 4.2.3 --- 中間狀態：評估資訊 --- p.71 / Chapter 4.3 --- 工作結果 --- p.73 / Chapter 4.3.1 --- 工作結果之交互評分者信度 --- p.74 / Chapter 4.3.2 --- 起始狀態 --- p.75 / Chapter 4.3.2.1 --- 題目要求與問題的撰寫 --- p.76 / Chapter 4.3.2.2 --- 主問題及子問題的撰寫 --- p.77 / Chapter 4.3.2.3 --- 資訊需要 --- p.79 / Chapter 4.3.3 --- 中間狀態：尋求資訊來源 --- p.82 / Chapter 4.3.3.1 --- 資訊來源的種類和數量 --- p.83 / Chapter 4.3.3.2 --- 最佳資訊來源 --- p.85 / Chapter 4.3.4 --- 中間狀態：搜尋資訊 --- p.86 / Chapter 4.3.4.1 --- 關鍵字的使用 --- p.87 / Chapter 4.3.4.2 --- 搜尋語句的使用 --- p.89 / Chapter 4.3.4.3 --- 搜尋策略 --- p.91 / Chapter 4.3.5 --- 中間狀態：評估資訊 --- p.93 / Chapter 4.3.5.1 --- 評估資訊的準則 --- p.93 / Chapter 4.3.5.2 --- 評估資訊的能力 --- p.94 / Chapter 4.3.6 --- 目標狀態 --- p.97 / Chapter 4.3.6.1 --- 組織資訊的工具 --- p.98 / Chapter 4.3.6.2 --- 組織資訊的能力 --- p.100 / Chapter 4.3.6.3 --- 整合資訊策略的描述 --- p.104 / Chapter 4.4 --- 小結 --- p.107 / Chapter 第5章 --- 研究結果─訪談與課堂學習表現 --- p.109 / Chapter 5.1 --- 個案樣本的選取 --- p.109 / Chapter 5.2 --- 個案的描述 --- p.112 / Chapter 5.3 --- 個案一：能力較高的參與者F --- p.113 / Chapter 5.3.1 --- 背景資料 --- p.113 / Chapter 5.3.2 --- 第一部份：起始狀態 --- p.113 / Chapter 5.3.3 --- 第二部份：中間狀態：尋求資訊來源 --- p.114 / Chapter 5.3.4 --- 第三部份：中間狀態：搜尋資訊 --- p.115 / Chapter 5.3.5 --- 第四部份：中間狀態：評估資訊 --- p.116 / Chapter 5.3.6 --- 第五部份：目標狀態 --- p.117 / Chapter 5.3.7 --- 第六部份：對整體課程的意見 --- p.119 / Chapter 5.4 --- 個案二：能力一般的參與者G --- p.120 / Chapter 5.4.1 --- 背景資料 --- p.120 / Chapter 5.4.2 --- 第一部份：起始狀態 --- p.120 / Chapter 5.4.3 --- 第二部份：中間狀態：尋求資訊來源 --- p.122 / Chapter 5.4.4 --- 第三部份：中間狀態：搜尋資訊 --- p.122 / Chapter 5.4.5 --- 第四部份：中間狀態：評估資訊 --- p.124 / Chapter 5.4.6 --- 第五部份：目標狀態 --- p.124 / Chapter 5.4.7 --- 第六部份：對整體課程意見 --- p.126 / Chapter 5.5 --- 個案三：能力稍遜的參與者H --- p.127 / Chapter 5.5.1 --- 背景 --- p.127 / Chapter 5.5.2 --- 第一部份：起始狀態 --- p.127 / Chapter 5.5.3 --- 第二部份：中間狀態：尋求資訊來源 --- p.129 / Chapter 5.5.4 --- 第三部份：中間狀態：搜尋資料 --- p.129 / Chapter 5.5.5 --- 第四部份：中間狀態：評估資訊 --- p.131 / Chapter 5.5.6 --- 第五部份：目標狀態 --- p.132 / Chapter 5.5.7 --- 第六部份：對整體課程意見 --- p.133 / Chapter 5.6 --- 個案四：課程後能力大幅提升的參與者A --- p.134 / Chapter 5.6.1 --- 背景 --- p.134 / Chapter 5.6.2 --- 第一部份：起始狀態 --- p.134 / Chapter 5.6.3 --- 第二部份：中間狀態：尋求資訊來源 --- p.136 / Chapter 5.6.4 --- 第三部份：中間狀態：搜尋資訊 --- p.136 / Chapter 5.6.5 --- 第四部份：中間狀態：評估資訊 --- p.137 / Chapter 5.6.6 --- 第五部份：目標狀態 --- p.138 / Chapter 5.6.7 --- 第六部份：對整體課程的意見 --- p.140 / Chapter 第6章 --- 討論 --- p.141 / Chapter 6.1 --- 課程實施前的資訊問題解決能力 --- p.141 / Chapter 6.1.1 --- 起始狀態 --- p.141 / Chapter 6.1.2 --- 中間狀態：尋求資訊來源 --- p.142 / Chapter 6.1.3 --- 中間狀態：搜尋資訊 --- p.143 / Chapter 6.1.4 --- 中間狀態：評估資訊 --- p.144 / Chapter 6.1.5 --- 目標狀態 --- p.145 / Chapter 6.2 --- 課程實施後的改變 --- p.145 / Chapter 6.2.1 --- 起始狀態 --- p.146 / Chapter 6.2.2 --- 中間狀態：尋求資訊來源 --- p.149 / Chapter 6.2.3 --- 中間狀態：搜尋資訊 --- p.151 / Chapter 6.2.4 --- 中間狀態：評估資訊 --- p.154 / Chapter 6.2.5 --- 目標狀態 --- p.156 / Chapter 6.3 --- 職前教師解決問題的分析 --- p.158 / Chapter 6.3.1 --- 參與者在課程中已掌握的技能 --- p.158 / Chapter 6.3.2 --- 參與者遇到困難的地方 --- p.159 / Chapter 6.3.2.1 --- 未能掌握課堂所教授的技巧應用於問題解決上 --- p.159 / Chapter 6.3.2.2 --- 職前教師對解決問題的信心及態度 --- p.161 / Chapter 6.3.3.3 --- 網絡資源上的限制 --- p.162 / Chapter 6.3.3.4 --- 課程安排的影響 --- p.163 / Chapter 第7章 --- 結論、研究局限及建議 --- p.164 / Chapter 7.1 --- 研究結論 --- p.164 / Chapter 7.1.1 --- 職前教師解決資訊問題的能力 --- p.165 / Chapter 7.1.2 --- 資訊問題解決課程的成效 --- p.167 / Chapter 7.1.2.1 --- 自我認知部份 --- p.167 / Chapter 7.1.2.2 --- 實際解決問題的能力 --- p.167 / Chapter 7.1.2.3 --- 解決問題的困難 --- p.168 / Chapter 7.1.3 --- 改善現有課程的建議 --- p.169 / Chapter 7.1.3.1 --- 深化課程內容 --- p.169 / Chapter 7.1.3.2 --- 選取合適課題 --- p.170 / Chapter 7.1.3.3 --- 培養學習動機 --- p.170 / Chapter 7.1.3.4 --- 加強網絡資源的支援 --- p.171 / Chapter 7.1.3.5 --- 減輕學生的認知負荷 --- p.171 / Chapter 7.2 --- 研究局限 --- p.172 / Chapter 7.2.1 --- 時間上的不足 --- p.172 / Chapter 7.2.2 --- 研究的概括性 --- p.172 / Chapter 7.2.3 --- 研究設計的不足 --- p.173 / Chapter 7.2.4 --- 研究者的角色 --- p.173 / Chapter 7.3 --- 後續研究方向 --- p.174 / Chapter 7.3.1 --- 把資訊問題解決課程融入高中通識科 --- p.174 / Chapter 7.3.2 --- 資訊問題解決之縱貫性研究 --- p.175 / 參考文獻 --- p.176 / 附錄 --- p.188

Finally, this research discovered that the "Key Performance Measures" had the greatest impact on schools. We suggest that the assessment standard should be grounded on and supported by more academic researches. The "Key Performance Measures" should include qualitative descriptions beyond classroom teaching, accept diversified values, and offer schools more autonomy to develop their own educational ideals. It should offer the autonomy for schools to develop their own characteristics rather than trying to mode every school into a standard model. Schools should try their best to reduce teachers' work load, and focus on transferring the authority and autonomy back to teachers in order to develop their professional confidence. These should be considered as important paths to teacher empowerment. Teachers should develop the critical awareness in order to clearly understand the productive relationship between power and knowledge. They should also try their best to fight for the emancipation of their souls. Teachers' participation in decision making of school policies should be perceived as the essential pathway to professional development. / In the context of educational reform in Hong Kong, disciplinary technologies penetrated every school and affected the daily work of teachers through the consecution of "Key Performance Measures". This was a top-down and continuous process of power execution. During this process, a productive relationship among disciplinary technologies, power, and knowledge was developed. First of all, a disciplinary truth was legitimized through the training course of members in external assessment. With the implementation of school internal assessment, this disciplinary truth penetrated through every section in the school, and is then endorsed by the process of external assessment. Through the above process, a set of disciplinary truth was produced, enhanced, and extended to become a network of power which began to govern the souls of all stakeholders in school. Finally, this disciplinary truth completed its self-reproduction process through the execution of power and develops into an eternal truth. Whether practitioners agreed or disagreed with it, they were forced to express their loyalty and to implement it whole-heartedly. Even after conducting an external assessment, this disciplinary truth still governs every teacher's soul because principals and panel chairpersons firmly stick to it as the standard for assessing the performance of teacher's daily work. This disciplinary truth is perpetuated by the collaborated efforts of stakeholders in schools. Therefore, a power relation is not developed by A affecting B's behavior once, but is a long-term interactive negotiation process between A and B. Once a power relation starts to execute, it would be circulated within the power web. No one could totally handle or even control it, and it puts all the stakeholders into its eventual observable situation. Under the governance by the "eye of power", A and B participates in the process of negotiation between surveillance and resistance and becomes a continuous process of negotiation. This is the manifested state of the nature of power and is confirmed by this research. / This is an exploratory study which employs a qualitative research method to investigate the nature of power relation among schools in Hong Kong. In recent years, the Education and Development Bureau initiated a series of education reform which caused the intensification of teacher's work, the decline of trust on teacher, and the compression of professional autonomy. Among these various reform measures, the "Key Performance Measures" caused the greatest impact on Hong Kong schools. / 梁建新. / Adviser: Po King Choi. / Source: Dissertation Abstracts International, Volume: 71-01, Section: A, page: 0040. / Thesis (doctoral)--Chinese University of Hong Kong,2008. / Includes bibliographical references (p. 155-160). / 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. / Abstracts in Chinese and English. / Liang Jianxin.

Following a constructivist paradigm, the research employed a case study approach combining qualitative and quantitative research methods to explore the process of curriculum development of two BA/TEFL programs in Mainland China. Research data sources included questionnaire responses, interview data, university archives and documents, and field notes from case-site visits. The questionnaire survey was completed by 137 graduating student teachers and 86 past graduates teaching in secondary schools, from both programs. Altogether 54 stakeholders in the programs, i.e. program heads, teacher educators, student teachers, past graduates and employers, were interviewed to find out their opinions about strengths and weaknesses of the programs. Content analysis was carried out to identify the salient features of the curriculum planning process, which included decision-making features and degree of involvement by various stakeholders. / The research findings shed light on our understanding of the process of curriculum planning and revision of BA/TEFL pre-service teacher education programs in normal universities in China. They have helped raise awareness that curricular decisions directly affect the degree of student teachers' preparedness for their future teaching profession. Therefore, it is very important for curriculum decision-makers to identify and cater for the needs of program recipients in the process of curriculum development. / The results revealed that the curriculum processes at both BA/TEFL programs followed a primarily top-down approach, and the program heads played an essential role throughout the entire process. Teacher educators and student teachers were not very actively involved. Past graduates and schools that employed the graduates were almost never consulted about the curriculum. The findings also revealed that student teachers from the two case sites held different attitudes towards their learning and professional preparation in their respective programs; this was largely due to the variations in the curricula. Factors such as student in-take, the educational backgrounds of the teacher educators and the approaches adopted for the English language enhancement courses may also have contributed to the cultivation of pre-service teacher qualities. / This research focused on the curriculum planning process of BA/TEFL programs at normal universities in Mainland China. It aimed to examine the procedures that each program followed in curriculum improvement, especially with regard to the level of involvement of different stakeholders and other possible factors, which had an impact on the curriculum decisions. This study was conducted because there was a pressing need to improve pre-service teacher education programs in the Chinese educational context, and curriculum development was of primary importance. / This research has implications for the curriculum development of BA/TEFL programs not only in normal universities but also comprehensive universities that have started teacher education practice. It also has indicated that there is a need to develop TEFL professional standards in the Chinese context, which would inform the curriculum improvements of the BA/TEFL programs in terms of the forming and revision of the curriculum goals and objectives. / Wu Zunmin. / "June 2005." / Adviser: Jane Jackson. / Source: Dissertation Abstracts International, Volume: 67-01, Section: A, page: 0170. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2005. / Includes bibliographical references (p. 296-312). / 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.

"March 2003." / Thesis (Ph.D.)--Chinese University of Hong Kong, 2003. / Includes bibliographical references (p. 238-258). / 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. / Abstracts in English and Chinese.

龍榮淦 = The attitude of Hong Kong secondary school teacher towards school-based staff development / Lung Wing Kam. / 論文(哲學碩士) -- 香港中文大學硏究院敎育學部, 1997. / 參考文獻: leaves 106-119. / Long Ronggan = The attitude of Hong Kong secondary school teacher towards school-based staff development / Lung Wing Kam. / 鳴謝 --- p.i / 目錄 --- p.ii / 圖表目錄 --- p.v / 論文撮要 --- p.vi / 頁碼 / Chapter 第一章 --- 緒論 --- p.1 / Chapter 1.1 --- 背景 --- p.1 / Chapter 1.1.1 --- 教育環境改變 --- p.1 / Chapter 1.1.2 --- 學校管理模式改變 --- p.2 / Chapter 1.1.3 --- 教師成長的需要 --- p.3 / Chapter 1.1.4 --- 組織改進 --- p.3 / Chapter 1.1.5 --- 教師專業化 --- p.4 / Chapter 1.2 --- 研究目的 --- p.5 / Chapter 1.3 --- 研究的意義 --- p.6 / Chapter 第二章 --- 文獻探討 --- p.8 / Chapter 2.1 --- 教職員發展 --- p.8 / Chapter 2.1.1 --- 教職員發展的含義 --- p.8 / Chapter 2.1.2 --- 新舊教職員發展比較 --- p.9 / Chapter 2.1.3 --- 校本教職員發展的內容 --- p.12 / Chapter 2.2 --- 態度的定義 --- p.16 / Chapter 2.3 --- 成長需要強度 --- p.17 / Chapter 2.3.1 --- 需要理論 --- p.18 / Chapter 2.3.1.1 --- 層級理論 --- p.18 / Chapter 2.3.1.2 --- 雙因子理論 --- p.20 / Chapter 2.3.1.3 --- 成長需要強度 --- p.21 / Chapter 2.4 --- 感受的工作困難程度 --- p.25 / Chapter 2.5 --- 職業階段理論 --- p.26 / Chapter 2.5.1 --- 職業階段理論 --- p.26 / Chapter 2.5.2 --- 教學年資、職級、職位與職業階段 --- p.29 / Chapter 2.6 --- 學校氣氛 --- p.31 / Chapter 2.6.1 --- 學校氣氛研究的發展 --- p.32 / Chapter 2.6.1.1 --- 組織氣氛描述問卷 --- p.33 / Chapter 2-6.1.2 --- 修訂的組織氣氛描述問卷 --- p.34 / Chapter 2.6.1.3 --- 組織氣氛指數 --- p.35 / Chapter 2.6.1.4 --- 健康組織問卷 --- p.36 / Chapter 2.6.1.5 --- 小結 --- p.37 / Chapter 2.6.2 --- 學校氣氛的三個方面 --- p.37 / Chapter 2.6.2.1 --- 人際關係氣氛 --- p.37 / Chapter 2.6.2.2 --- 決策參與氣氛 --- p.38 / Chapter 2.6.2.3 --- 專業取向氣氛 --- p.40 / Chapter 2.6.3 --- 小結 --- p.42 / Chapter 2.7 --- 總結 --- p.43 / Chapter 第三章： --- 理論架構 --- p.44 / Chapter 3.1 --- 前言 --- p.44 / Chapter 3.2 --- 校本教職員發展 --- p.44 / Chapter 3.3 --- 參與校本教職員發展的經驗 --- p.45 / Chapter 3.4 --- 教師態度 --- p.46 / Chapter 3.5 --- 成長需要強度 --- p.46 / Chapter 3.6 --- 感受的工作困難程度 --- p.47 / Chapter 3.7 --- 教學年資、職級、職位與職業階段 --- p.47 / Chapter 3.8 --- 學校氣氛 --- p.48 / Chapter 3.9 --- 理論架構 --- p.49 / Chapter 3.10 --- 研究問題 --- p.49 / Chapter 第四章 --- 硏究方法 --- p.53 / Chapter 4.1 --- 前言 --- p.53 / Chapter 4.2 --- 定義 --- p.53 / Chapter 4.2.1 --- 香港中學教師 --- p.53 / Chapter 4.2.2 --- 校本教職員發展 --- p.53 / Chapter 4.2.3 --- 校本教職員發展態度 --- p.54 / Chapter 4.2.4 --- 參與校本教職員發展的經驗 --- p.54 / Chapter 4.2.5 --- 成長需要強度 --- p.54 / Chapter 4.2.6 --- 感受的工作困難程度 --- p.54 / Chapter 4.2.7 --- 職級、職位及教學年資 --- p.54 / Chapter 4.2.8 --- 學校氣氛 --- p.55 / Chapter 4.3 --- 抽樣方法 --- p.55 / Chapter 4.4 --- 分析單位 --- p.56 / Chapter 4.5 --- 研究假設 --- p.56 / Chapter 4.6 --- 調查工具 --- p.58 / Chapter 4.6.1 --- 教師的基本個人資料 --- p.58 / Chapter 4.6.2 --- 教師的成長需要強度 --- p.59 / Chapter 4.6.3 --- 參與校本教職員發展的經驗 --- p.59 / Chapter 4.6.4 --- 感受的工作困難程度 --- p.59 / Chapter 4.6.5 --- 學校氣氛 --- p.60 / Chapter 4.6.6 --- 校本教職員活動的態度 --- p.61 / Chapter 4.7 --- 跟進訪問 --- p.61 / Chapter 4.7.1 --- 跟進訪問目的 --- p.61 / Chapter 4.7.2 --- 跟進訪問進行步驟 --- p.61 / Chapter 4.7.3 --- 訪問情況 --- p.62 / Chapter 4.8 --- 分析工具 --- p.62 / Chapter 4.9 --- 研究限制 --- p.63 / Chapter 第五章 --- 結果分析與討論 --- p.65 / Chapter 5.1 --- 個人特徵分析 --- p.65 / Chapter 5.2 --- 態度變項分析 --- p.65 / Chapter 5.3 --- 不同個人特徵教師對校本教職員發展的態度之比較分析 --- p.69 / Chapter 5.3.1 --- 不同性別教師的態度 --- p.69 / Chapter 5.3.2 --- 不同學歷教師的態度 --- p.71 / Chapter 5.3.3 --- 教師職級與各態度變項的關係 --- p.72 / Chapter 5.3.4 --- 教師職位與各態度變項的關係 --- p.73 / Chapter 5.3.5 --- 教學年資與各態度變項的關係 --- p.74 / Chapter 5.4 --- 態度變項與其他變項的相關分析 --- p.75 / Chapter 5.4.1 --- 教師參與校本教職員發展經驗與態度變項的關係 --- p.75 / Chapter 5.4.2 --- 教師成長需要強度與態度變項的關係 --- p.78 / Chapter 5.4.3 --- 教師感受的工作困難程度與態度變項的關係 --- p.79 / Chapter 5.4.4 --- 教師感知的學校氣氛與態度變項的關係 --- p.80 / Chapter 5.4.4.1 --- 教師感知的人際關係學校氣氛與態度變項的關係 --- p.80 / Chapter 5.4.4.2 --- 教師感知的決策參與程度之學校氣氛與態度變項 的關係 --- p.81 / Chapter 5.4.4.3 --- 教師感知的專業取向之學校氣氛與態度變項的關 係 --- p.82 / Chapter 5.4.5 --- 小結 --- p.83 / Chapter 5.5 --- 複變項的分析 --- p.84 / Chapter 5.5.1 --- 中學教師對校本教職員發展個人層面活動之態度和 各變項的迴歸分析 --- p.85 / Chapter 5.5.2 --- 中學教師對校本教職員發展小組層面活動之態度和 各變項的迴歸分析 --- p.87 / Chapter 5.5.3 --- 中學教師對校本教職員發展學校層面活動之態度和 各變項的迴歸分析 --- p.89 / Chapter 5.5.4 --- 小結 --- p.92 / Chapter 5.6 --- 跟進訪問 --- p.92 / Chapter 5.7 --- 總結 --- p.96 / Chapter 第六章 --- 結論及建議 --- p.98 / Chapter 6.1 --- 結論 --- p.98 / Chapter 6.2 --- 建議 --- p.102 / Chapter 6.2.1 --- 實用方面 --- p.102 / Chapter 6.2.2 --- 研究方面 --- p.103 / Chapter 6.3 --- 總結 --- p.105 / 參考資料 --- p.106 / 附錄調查問卷 --- p.120

Ho, Ching Wai. / Thesis submitted in: October 2008. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2009. / Includes bibliographical references (leaves 171-179). / Abstracts in English and Chinese. / Abstract --- p.i / Acknowledgement --- p.iii / List of Figures --- p.iv / Chapter 1 --- Introduction --- p.1 / Chapter 2 --- Theoretical Framework and Research Methodology / Chapter 2.1 --- Literature Review --- p.8 / Chapter 2.1.1 --- Definition of Terms --- p.24 / Chapter 2.2 --- Methodology --- p.25 / Chapter 3 --- What you say may not be what you do: The linkage between idea and practice / Chapter 3.1 --- Introduction --- p.33 / Chapter 3.2 --- Guiding Questions --- p.35 / Chapter 3.2.1 --- The Active Participants --- p.36 / Chapter 3.2.2 --- The Ambivalent Followers --- p.43 / Chapter 3.2.3 --- The Indifferent Subscriber --- p.50 / Chapter 3.2.4 --- The Escaper --- p.59 / Chapter 3.3 --- Chapter Conclusion --- p.63 / Chapter 4 --- Friends and .... Customers? Changing Ideas of Teacher-Student and Teacher-Parent Relationship / Chapter 4.1 --- Introduction --- p.68 / Chapter 4.2 --- Teacher-student Relationship --- p.71 / Chapter 4.3 --- Teacher-parent Relationship --- p.89 / Chapter 4.4 --- Chapter Conclusion --- p.108 / Chapter 5 --- Teachers´ة Identities / Chapter 5.1 --- Introduction --- p.113 / Chapter 5.2 --- A Brief Note on Professionalism --- p.114 / Chapter 5.3 --- Loci of Identities --- p.117 / Chapter 5.3.1 --- The Virtuous Teacher --- p.117 / Chapter 5.3.2 --- The Techno-Professional Teacher --- p.122 / Chapter 5.3.3 --- The Super Teacher --- p.127 / Chapter 5.3.4 --- The Indifferent Teacher --- p.131 / Chapter 5.4 --- Chapter Conclusion --- p.136 / Chapter 6 --- Discussion and Conclusion / Chapter 6.1 --- Discussion --- p.142 / Chapter 6.2 --- Conclusion --- p.155 / Appendix / Chapter A --- Interviewees´ة profile --- p.164 / Chapter B --- "Screen capture for Advertisement from The Education Bureau, HKSAR with transcript" --- p.166 / Bibliography --- p.171 / Abstract --- p.i / Acknowledgement --- p.iii / List of Figures --- p.iv / Chapter 1 --- Introduction --- p.1 / Chapter 2 --- Theoretical Framework and Research Methodology / Chapter 2.1 --- Literature Review --- p.8 / Chapter 2.1.1 --- Definition of Terms --- p.24 / Chapter 2.2 --- Methodology --- p.25 / Chapter 3 --- What you say may not be what you do: The linkage between idea and practice / Chapter 3.1 --- Introduction --- p.33 / Chapter 3.2 --- Guiding Questions --- p.35 / Chapter 3.2.1 --- The Active Participants --- p.36 / Chapter 3.2.2 --- The Ambivalent Followers --- p.43 / Chapter 3.2.3 --- The Indifferent Subscriber --- p.50 / Chapter 3.2.4 --- The Escaper --- p.59 / Chapter 3.3 --- Chapter Conclusion --- p.63 / Chapter 4 --- Friends and .... Customers? Changing Ideas of Teacher-Student and Teacher-Parent Relationship / Chapter 4.1 --- Introduction --- p.68 / Chapter 4.2 --- Teacher-student Relationship --- p.71 / Chapter 4.3 --- Teacher-parent Relationship --- p.89 / Chapter 4.4 --- Chapter Conclusion --- p.108 / Chapter 5 --- Teachers´ة Identities / Chapter 5.1 --- Introduction --- p.113 / Chapter 5.2 --- A Brief Note on Professionalism --- p.114 / Chapter 5.3 --- Loci of Identities --- p.117 / Chapter 5.3.1 --- The Virtuous Teacher --- p.117 / Chapter 5.3.2 --- The Techno-Professional Teacher --- p.122 / Chapter 5.3.3 --- The Super Teacher --- p.127 / Chapter 5.3.4 --- The Indifferent Teacher --- p.131 / Chapter 5.4 --- Chapter Conclusion --- p.136 / Chapter 6 --- Discussion and Conclusion / Chapter 6.1 --- Discussion --- p.142 / Chapter 6.2 --- Conclusion --- p.155 / Appendix / Chapter A --- Interviewees´ة profile --- p.164 / Chapter B --- "Screen capture for Advertisement from The Education Bureau, HKSAR with transcript" --- p.166 / Bibliography --- p.171