張銀霞. / "2013年8月". / "2013 nian 8 yue". / Thesis (Ph.D.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 313-339). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in English and Chinese. / Zhang Yinxia.

中国大陆近年来的高校管理变革，如高校教师聘任制改革、大学的扩招及分类、本科教学评估、产学研结合政策等，都对大学教师学术工作产生了深刻的影响。这些变革体现出新公共管理的部分特点，如“仿市场竞争、“量化指标的表现性评估、“多元化经费来源等，并且型构了当前大学教师学术工作的内涵、执行和感知。本研究采用质化研究取向，选取两所案例大学，在综合考虑了学校层级、学科、职称等因素基础上，对32名大学教师进行深度访谈，试图深入了解他们如何阐释和理解学术工作内涵、执行和感知。 / 研究发现，相对于大学教师个体的能动性，大学行政力量推动的管理要求对学术工作有更强的作用力。其一，受访者所理解的学术工作内涵中，发现的学术地位最高，应用的学术次之，教学的学术只产生了萌芽，整合的学术很少被提及。其二，大部分受访教师衍生出“符应和“巧妙利用的应对策略，少部分教师“抵制和超然于制度要求。其三，大学教师在教学、人事和科研三个方面的参与权依次减弱。无法有效的参与学术管理，使得大部分受访者调整工作优先次序，服务工作获得最大优先权，科研投入增加，教学时间被压缩。按照管理要求调整工作优先性的教师，获得更多回报和晋升机会。团队合作、交流与访学、深造都是大学教师寻求专业发展的重要途径，但受到聘任制及学校资源的限制。 / 本研究在文献综述的基础上，围绕学术工作内涵、执行和感知形成概念框架，在实证研究中，受访者的阐释和理解丰富了概念框架，为学术观、学术工作感知、学者应对策略等提供了本土理解。学术工作管理和实践偏重发现的学术，与西方大学教师采用“双账本和“多重语言体系等策略不同，大部分受访教师附应和巧妙利用于管理要求，甚至衍生出不利于学术工作发展的行为。学术工作中，服务优先，科研时间增加，教学被挤压。工作收入低、差距大。晋升机会在学校、学科和职称之间存在差异。旧制度的遗留和传统文化对青年大学教师的晋升造成障碍。教师发展需要合作，但这与聘任要求中的竞争理念矛盾。普通高校的教师专业发展需要更多支持。政府对大学从直接控制逐渐转为通过表现性指标评估、竞争性经费分配进行远程调控。市场通过提供部分经费，对大学的影响力逐渐增强。大学教师有意愿通过参与学术管理，在学术工作理想与执行之间达致有效的沟通。 / Some major reforms of Mainland China’s higher education management have affected university teachers’ work significantly, such as competitive contract-centered employment of staff, integration of industrial sectors, universities, and research institutes, and the evaluation of teaching quality at the undergraduate level. These reforms highlight some features of new public management, including quasi-market competition, quantitative index-based performance evaluation, and diversified fund-investment. Meanwhile, the reforms have shaped the meaning, action, and perception of current university teachers’ work. By using a qualitative research method, this study selected two universities as the cases, which are on different levels within China’s higher education system. 32 in-depth interviews with the academic staffs based at different disciplines and academic rankings have been done in order to gain insights into their interpretations and understandings on the meaning, action and perception in terms of academic work. / The research findings show that the administrative-force-driven management requirements are more powerful than individuals’ agency in regard of academic work. First, within the interviewees’ understandings of academic work, scholarship of discovery is on the top following by scholarship of application and scholarship of teaching. However, scholarship of integration is seldom mentioned. Second, most of the participants value the coping strategies of “conforming to and “manipulating with the management, while only a few hold a view of resistance or ecstasy over the system. Third, university teachers’ participation decline in sequence of teaching, staffing, and research.As seldom could gain the opportunity to participate in academic management, most of the participants have rescheduled the priorities of academic work by putting service on the top priority followed by research and teaching. Staff members who make the priorities well-rescheduled would achieve more returns and opportunities of promotion. Though team work, overseas visiting, and further study are critical for teachers’ career development, they are limited by the new employment reform and the university’s resources. / Basing on the literature review, this study has framed the conceptual framework in terms of the meaning, action, and perception of academic work. The empirical data has enriched the framework by providing local understandings and perceptions of academic work and their coping strategies. The management and practice of academic work value the scholarship of discovery. Different from the strategies of “double-booking and adopting “bilingualism used by western scholars, most of the participants in this study conform or ingenously manipulate with the management requirements though some actions are harmful for the development of academic work.Within the academic work, services occupy the top priority while academics prefer research to teaching. Academic’s salary is relatively low and income disparity have widened. The opportunities of promotion highly dependon the university, discipline and academic ranking. For the young university teachers, theirpromotions are largely blocked bythe inherited old system and traditional cultures. The new employment reform requires teachers compete with each other though collaboration is the most needed for faculty development. More support is needed in lower-level universities to improve faculty development. The government has transformed its management style from direct control to remote monitor by using performance evaluation and competitive funding distribution. While, the influence of market has increased by providing universities research funds. The university teachers are willing to participate in the academic management, which is crucial to the effectively communication between the academic ideal and its everyday practice. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 李琳琳. / "2013年8月". / "2013 nian 8 yue". / Thesis (Ph.D.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 237-261). / Abstract in Chinese and English. / Li Linlin. / Chapter 第一章 --- 导论 --- p.1 / Chapter 第一节 --- 研究背景 --- p.1 / Chapter 一、 --- 政策背景 --- p.1 / Chapter 二、 --- 理论背景 --- p.5 / Chapter 第二节 --- 研究目的与问题提出 --- p.8 / Chapter 一、 --- 研究目的 --- p.8 / Chapter 二、 --- 研究问题 --- p.9 / Chapter 第三节 --- 研究意义 --- p.9 / Chapter 一、 --- 理论意义 --- p.9 / Chapter 二、 --- 实践意义 --- p.10 / Chapter 第二章 --- 文献综述 --- p.11 / Chapter 第一节 --- 大学管理变革的背景 --- p.11 / Chapter 一、 --- 传统管理方式下的学术工作 --- p.11 / Chapter 二、 --- 影响大学管理变革的因素 --- p.12 / Chapter 三、 --- 新公共管理下的学术工作 --- p.15 / Chapter 四、 --- 国家、市场、大学之间的关系 --- p.19 / Chapter 第二节 --- 学术工作的内涵 --- p.21 / Chapter 一、 --- 学术工作内涵的讨论与发展 --- p.22 / Chapter 二、 --- 学术工作内涵的多元度向 --- p.24 / Chapter 三、 --- 学术工作内涵的实证研究 --- p.26 / Chapter 第三节 --- 学术工作的执行 --- p.27 / Chapter 一、 --- 学术责任观的发展 --- p.28 / Chapter 二、 --- 实证研究中的学术工作执行 --- p.29 / Chapter 三、 --- 大学教师的应对策略 --- p.33 / Chapter 第四节 --- 学术工作的感知 --- p.34 / Chapter 一、 --- 对学术工作优先次序的感知 --- p.34 / Chapter 二、 --- 对工作发展机会的感知 --- p.37 / Chapter 三、 --- 对学术管理的感知 --- p.39 / Chapter 第五节 --- 中国的学术工作 --- p.44 / Chapter 一、 --- 建国以来高等教育变革对大学教师和学术工作的影响 --- p.45 / Chapter 二、 --- 学术工作的内涵 --- p.56 / Chapter 三、 --- 学术工作的执行 --- p.58 / Chapter 四、 --- 学术工作的感知 --- p.60 / Chapter 第六节 --- 概念框架 --- p.65 / Chapter 第三章 --- 研究方法及研究设计 --- p.69 / Chapter 第一节 --- 研究问题 --- p.69 / Chapter 第二节 --- 研究方法 --- p.70 / Chapter 一、 --- 质化研究取向 --- p.70 / Chapter 二、 --- 个案研究方法 --- p.71 / Chapter 第三节 --- 研究设计 --- p.72 / Chapter 一、 --- 个案与访谈对象的选择 --- p.72 / Chapter 二、 --- 资料收集 --- p.75 / Chapter 三、 --- 资料分析 --- p.76 / Chapter 第四节 --- 研究可靠性与研究伦理 --- p.76 / Chapter 第四章 --- 学术工作的内涵和执行：理想与现实之间 --- p.78 / Chapter 第一节 --- 大学教师理想的学术工作 --- p.78 / Chapter 一、 --- 从事学术工作的初衷 --- p.78 / Chapter 二、 --- 学术工作满意感 --- p.82 / Chapter 三、 --- 学术工作之间的理想关系 --- p.89 / Chapter 第二节 --- 学术工作的管理要求 --- p.91 / Chapter 一、 --- 大学实践中的聘任制改革 --- p.91 / Chapter 二、 --- 学术工作的考评与晋升 --- p.96 / Chapter 第三节 --- 应对策略：在理想和现实之间 --- p.111 / Chapter 一、 --- 附应 --- p.112 / Chapter 二、 --- 寻找制度空间，巧妙利用 --- p.114 / Chapter 三、 --- 抵制 --- p.116 / Chapter 四、 --- 超然 --- p.117 / Chapter 第四节 --- 本章结语 --- p.120 / Chapter 第五章 --- 学术工作的感知：优先次序与发展机会 --- p.124 / Chapter 第一节 --- 学术工作优先次序 --- p.124 / Chapter 一、 --- 保证最低的课堂教学时间 --- p.124 / Chapter 二、 --- 备课、指导学生、编写教材的时间可以挤压 --- p.128 / Chapter 三、 --- 服务工作的随机性和优先性 --- p.130 / Chapter 四、 --- 科研的重要性和机动性，挤占生活时间 --- p.133 / Chapter 第二节 --- 工作发展机会 --- p.136 / Chapter 一、 --- 工作收入 --- p.136 / Chapter 二、 --- 职称晋升 --- p.141 / Chapter 三、 --- 专业发展 --- p.146 / Chapter 第三节 --- 学术工作感知的调节作用：三个典型案例的分析 --- p.155 / Chapter 一、 --- 从沮丧到满意：附应管理要求的“海归女 --- p.155 / Chapter 二、 --- 痛并快乐着：追求理想的“非主流名师 --- p.159 / Chapter 三、 --- 逃避和无奈：被边缘化的“老讲师 --- p.163 / Chapter 第四节 --- 本章结语 --- p.165 / Chapter 第六章 --- 学术工作管理的感知 --- p.169 / Chapter 第一节 --- 参与和发声 --- p.169 / Chapter 一、 --- 教学管理 --- p.170 / Chapter 二、 --- 科研管理 --- p.175 / Chapter 三、 --- 人事管理 --- p.182 / Chapter 第二节 --- 大学教师感知到的学术管理 --- p.186 / Chapter 一、 --- 学术管理人员 --- p.187 / Chapter 二、 --- 无管理职务的“杰出学者 --- p.192 / Chapter 三、 --- 普通大学教师 --- p.196 / Chapter 第三节 --- 大学、市场和政府 --- p.202 / Chapter 一、 --- 大学内部：权力下放还是权力集中？ --- p.202 / Chapter 二、 --- 政府和市场对大学的影响力：从横向课题和纵向课题分析 --- p.204 / Chapter 三、 --- 大学的独立性 --- p.207 / Chapter 第四节 --- 本章结语 --- p.210 / Chapter 第七章 --- 结论 --- p.213 / Chapter 第一节 --- 研究发现 --- p.213 / Chapter 一、 --- 大学教师理解的学术工作内涵和管理要求 --- p.214 / Chapter 二、 --- 大学教师对学术工作的感知 --- p.216 / Chapter 三、 --- 主要研究结论 --- p.220 / Chapter 第二节 --- 理论贡献 --- p.223 / Chapter 一、 --- 对学术观的回应 --- p.223 / Chapter 二、 --- 新公共管理对大学教师工作的影响 --- p.225 / Chapter 三、 --- 对学术工作感知的回应 --- p.227 / Chapter 四、 --- 学者的应对策略 --- p.230 / Chapter 第三节 --- 政策建议 --- p.231 / Chapter 一、 --- 聘任制改革 --- p.231 / Chapter 二、 --- 大学教师考评政策 --- p.232 / Chapter 三、 --- 教授会制度 --- p.233 / Chapter 第四节 --- 研究局限 --- p.234 / Chapter 第五节 --- 后续研究展望 --- p.235 / 参考文献： --- p.237 / 附录访谈提纲 --- p.262

身份转变是成为教师的一个重要部分，不少研究者因此强调教师教育在职前教师专业身份形成中的作用，亦有研究者发现实习是职前教师身份转变的关键阶段。然而到底职前教师是如何通过专业学习来建构和发展期专业身份的，却一直缺乏相关实证研究。有鉴于此，本研究尝试从职前教师专业学习历程中去理解专业身份的建构和发展，从职前教师的视角去考察当前教育实习为他们提供了怎样的身份建构情境。 / 研究以情境视角下的学习观和身份建构观为理论背景(Lave&Wenger,1991; Wenger,1998)，采个案研究方法，通过深度访谈和田野观察来跟踪两所实习学校内的四名高中实习教师的专业学习历程，以理解实习教师的身份建构和改变的过程，并以此为线索梳理了实习情境中影响其身份建构的主要因素及其互动关系。 / 研究发现，实践参与式的学习确实改变着实习教师的专业身份。四个个案实习教师的专业身份经过实习后都在不同方面不同程度地发生了改变。驱使这种改变的最为核心的力量是他们在实习前业已形成的职业承诺和教师角色认知。而它们也是实习教师在实践场域中定位自我的最为关键的两个身份定位点。职业承诺决定了职前教师参与实践和建构身份的意愿。根据自己的学生身份所形成的教师角色认知则是实习教师识读实习情境扮演角色的主要根据。既有的角色认知与实习场域中的角色脚本的冲突则是启动身份重构的关键。 / 另一方面，实习学校的实践文化、实习指导教师所构成的实习情境共同框定了实习教师的实践参与的方式和内容。而实习教师总是基于自己原有的职业承诺和角色认知投入实习情境，与角色对手展开互动。身份的协商正是在这种互动的参与中展开。传记性因素、情境性因素和经历性因素在这个过程中以不同方式影响着身份的协商和建构，而它们三者之间的互动最后形塑了职前教师在整个实习期间的参与轨迹，导向了不同的专业身份。 / 基于此，研究尝试为学界理解职前教师如何通过专业学习以建构其专业身份提供概念框架和实践启示，并提议建立专业身份建构型的教师学习观。 / As the identity transformation is essential for becoming a teacher, researchers have emphasized the role that the teacher education play in the shaping and forming of pre-service teachers’ professional identities, with teaching practice as the critical stage in transforming the identities of pre-service teachers. However, few empirical studies have been conducted to investigate how the pre-service teachers construct and develop their professional identities through professional learning. To this end, this research explores the professional learning trajectories of pre-service teachers to understand the construction and development of their professional identities. Furthermore, this study looks into the teaching practice from the angle of pre-service teachers in order to depict a picture of the context for the professional identity construction. / Using the framework of learning concept and identity construction (see Lave & Wenger, 1991; Wenger, 1998), the research employed the case study method, carrying out both in-depth interviews and field observations to gather qualitative data. Four student teachers from two placement schools participated in the research as four cases. The four teachers’ learning experiences as well as their identity construction and change were investigated to explore factors constructing and changing the professional identities of the four student teachers. / The research, on the one hand, has confirmed the importance of learning as participation in changing the student teachers’ professional identities. In the four cases, the professional identities of the student teachers were all found to be changed after the teaching practice in different ways and at different levels. The major motivation for the change was attributed to the professional commitment and the concept of teacher role, which had been formed prior to the teaching practice of the four student teachers. Moreover, the professional commitment and the concept of teacher role were the two anchoring points of student teachers to locate themselves in the field of teaching practice. Regarding the two anchoring points, the professional commitment determined the willing of student teachers to participate in the teaching practice and construct their professional identities; the concept of teacher role, taking shape out of their self-as-student, was the frame of reference for the four student teachers’ understanding of the teaching practice context as well as the role playing. The clash between the four student teachers’ concept of teacher role and the role script embedded in the culture of the two schools was the trigger of the four student teachers’ identities reconstruction. / The research, on the other hand, has indicated that, the four student teachers participated in the teaching practice and interacted with the role partners according to their own original professional commitment and concept of teacher role, although the teaching practice context, comprising the placement school culture and the mentors, shaped the way and the content of the four student teachers’ participation. Therefore, the negotiation of identity took place between the four student teachers and the teaching practice context, which was influenced in different ways by the three factors, namely, the biography, the context and the experience. The interaction among the three factors subsequently built up the participation trajectories of the four student teachers through the whole teaching practice, guiding the four student teachers to achieve different professional identities. / On the whole, the research has contributed to conceptual understanding as well as practical implications in the construction of pre-service teachers’ professional identities through professional learning. In future research and practice, it is proposed that learning to teach be explored from the perspective of professional identity construction. / 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. / 张倩. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2012. / Includes bibliographical references (leaves 304-315). / Abstracts in Chinese and English. / Zhang Qian. / 中文摘要 --- p.I / 英文摘要 --- p.II / 致谢 --- p.IV / 目录 --- p.V / 图表目录 --- p.VII / 导言 --- p.VIII / Chapter 第一章 --- 问题陈述 --- p.1 / Chapter 第一节 --- 研究的缘起--寻惑与解惑的起点 --- p.1 / Chapter 第二节 --- 研究的背景 --- p.3 / Chapter 一、 --- 教师身份的提出 --- p.3 / Chapter 二、 --- “学教的再概念化 --- p.4 / Chapter 三、 --- 情境学习的视角 --- p.5 / Chapter 四、 --- 教育实习的样貌 --- p.6 / Chapter 第三节 --- 研究的目的与问题 --- p.8 / Chapter 第四节 --- 研究的意义 --- p.9 / 本章小结 --- p.12 / Chapter 第二章 --- 文献述评 --- p.13 / Chapter 第一节 --- 西方研究中的“学教 --- p.13 / Chapter 一、 --- “学教研究的脉络梳理 --- p.14 / Chapter 二、 --- 再概念化的“学教 --- p.17 / Chapter 三、 --- 本研究的“学教概念框架 --- p.22 / Chapter 四、 --- 小结 --- p.32 / Chapter 第二节 --- 教师专业身份的研究脉络 --- p.34 / Chapter 一、 --- 教师专业身份的意涵 --- p.35 / Chapter 二、 --- 教师专业身份研究的主要理论脉络 --- p.41 / Chapter 三、 --- 实习教师专业身份研究的现状 --- p.46 / 本章小结 --- p.58 / Chapter 第三章 --- 研究的设计与方法 --- p.59 / Chapter 第一节 --- 研究框架与研究问题 --- p.59 / Chapter 一、 --- 研究的概念框架 --- p.59 / Chapter 二、 --- 相关概念的操作性定义 --- p.61 / Chapter 三、 --- 研究问题的阐述 --- p.63 / Chapter 第二节 --- 研究的设计与方法 --- p.64 / Chapter 一、 --- 质化研究取向 --- p.64 / Chapter 二、 --- 个案研究的策略 --- p.64 / Chapter 三、 --- 研究的整体设计 --- p.65 / Chapter 第三节 --- 研究的效度与伦理 --- p.75 / Chapter 一、 --- 研究的效度 --- p.75 / Chapter 二、 --- 研究伦理 --- p.76 / Chapter 第四节 --- 研究局限 --- p.78 / 本章小结 --- p.79 / Chapter 第四章 --- 实习教师的专业身份发展 --- p.80 / Chapter 第一节 --- 个案实习教师的专业身份发展 --- p.80 / Chapter 一、 --- 薇的专业身份发展 --- p.81 / Chapter 二、 --- 凯的专业身份发展 --- p.96 / Chapter 三、 --- 玲的专业身份发展 --- p.108 / Chapter 四、 --- 慧的专业身份发展 --- p.122 / Chapter 第二节 --- 实习教师专业身份发展的特点 --- p.139 / Chapter 一、 --- 实习前职前教师的专业身份特点 --- p.139 / Chapter 二、 --- 实习前职前教师专业身份的主要区别 --- p.145 / Chapter 三、 --- 实习后职前教师的专业身份特点 --- p.147 / Chapter 第三节 --- 小结 --- p.152 / Chapter 第五章 --- 实习情境中的学教与身份发展 --- p.156 / Chapter 第一节 --- 个案实习教师的实习故事 --- p.156 / Chapter 一、 --- 薇的实习故事 --- p.157 / Chapter 二、 --- 凯的实习故事 --- p.176 / Chapter 三、 --- 玲的实习故事 --- p.191 / Chapter 四、 --- 慧的实习故事 --- p.209 / Chapter 小结 --- p.227 / Chapter 第二节 --- 专业身份的形塑--实习情境的识读与应对 --- p.228 / Chapter 第三节 --- 专业身份的建构--情感体验与自我反思 --- p.236 / Chapter 第四节 --- 小结 --- p.240 / Chapter 第六章 --- 实习教师身份发展的主要影响因素 --- p.243 / Chapter 第一节 --- 传记性因素 --- p.243 / Chapter 第二节 --- 情境性因素 --- p.247 / Chapter 第三节 --- 经历性因素 --- p.263 / Chapter 第四节 --- 小结 --- p.275 / Chapter 第七章 --- 结论 --- p.277 / Chapter 第一节 --- 研究的结论 --- p.277 / Chapter 第二节 --- 研究意义 --- p.285 / Chapter 第三节 --- 研究反思与建议 --- p.292 / Chapter 附录一 --- 第一次访谈提纲 --- p.296 / Chapter 附录二 --- 第二次访谈提纲 --- p.298 / Chapter 附录三 --- 第三次访谈提纲 --- p.300 / Chapter 附录四 --- 文献综述中的“学教 --- p.300 / 参考文献 --- p.304

林一鋼. / 論文(哲學博士)--香港中文大學, 2006. / 參考文獻(p. 227-242). / 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. 227-242). / Lin Yigang.

馮生堯. / 論文(哲學博士)--香港中文大學, 2002. / 參考文獻 (p. 166-173). / 中英文摘要. / 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. / Feng Shengyao. / Zhong Ying wen zhai yao. / Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2002. / Can kao wen xian (p. 166-173).

University of Macau / Faculty of Education

楊鑫. / "2013年9月". / "2013 nian 9 yue". / Thesis (Ph.D.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 334-362). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract in Chinese and Englisha. / Yang Xin.

As called New Curriculum Reform (NCR), a nation-wide curriculum reform has been implemented since the Guidelines for Curriculum Reform of Basic Education (trial version) issued by the Ministry of Education of The People's Republic of China in June 2001. Considering the background of the reform and cultural tradition, the importance of school curriculum leadership and teachers' commitment to the reform was notified. The purpose of the present research is to explore the impact of school curriculum leadership on teachers' commitment to NCR. The following three research questions have been formulated to guide my research: (1) What are the main reasons that influence teachers' commitment to NCR? (2) What strategies and measures do school curriculum leaders adopt in the process of implementation of NCR? (3) What is the impact on teachers' commitment to NCR of such strategies and measures? / Qualitative case study methods were adopted in this study. A primary school which started to carry out the reform in September 2001 has been chosen as the case. Three months has been spent in the field. Research methods include conducting participant observation, document collection and in-depth interviews. Grounded theory method was used to code and analyze data. And triangulation and participants checks were used to clarify the validity issue. / The present research shows that primary teacher's commitment to NCR is a strategic selection process with a deep-seated psychological mechanism of identity work. In such a process, teachers have to deal with the more complex working context and social context brought by NCR and the development of society. Only when they are able to cope with both contexts will they commit to NCR. Faced with contradictions and conflicts, school curriculum leadership will turn to impression management as a major strategy. However, there is a conflict between the school curriculum leadership aimed at impression management and teachers' commitment with a deeply psychological mechanism of identity work. Thus the school leadership makes very little positive impact on teachers' commitment to NCR as showing in the case study. On the contrary, some negative impacts have been identified. / The present study deeply analyzed the response of school curriculum leaders and teachers in the process of curriculum reform implementation in Chinese culture. How they interact in the reform also has been discovered and thus made the study significant in both theory and practice. Some knowledge-base for further study was also provided in the study. / 于澤元. / 論文(哲學博士)--香港中文大學, 2005. / 參考文獻(p. 339-382). / Adviser: Wong Hin Wah. / Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2455. / 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 also in English. / School code: 1307. / Lun wen (Zhe xue bo shi)--Xianggang Zhong wen da xue, 2005. / Can kao wen xian (p. 339-382). / Yu Zeyuan.