歐佩娟. / 據手稿本影印. / Thesis (M.A.)--香港中文大學敎育學院. / Ju shou gao ben ying yin. / Includes bibliographical references (leaves 105-116). / Ou Peijuan. / Thesis (M.A.)--Xianggang Zhong wen da xue jiao yu xue yuan. / Chapter 第一章 --- 導言 --- p.1 / 問題說明 --- p.1 / 有關文獻 --- p.7 / 研究問題 --- p.39 / 假設 --- p.40 / Chapter 第二章 --- 研究方法 --- p.45 / 研究設計 --- p.45 / 研究對象與取樣 --- p.47 / 研究工具 --- p.49 / 實驗程序 --- p.56 / 選卷程序 --- p.58 / 資料整理 --- p.58 / 資料分析 --- p.60 / Chapter 第三章 --- 結果與討論 --- p.63 / 畫句成績、撮寫成績、主題成績對閱讀理解成績影響的研究 --- p.63 / 畫句成績、撮寫成績、主題成績與閱讀理解成績的多項關係研究 --- p.74 / 畫句成績、撮寫成績、主題成績與三個層次閱讀理解成績的關係之研究 --- p.86 / Chapter 第四章 --- 摘要、結論及建議 --- p.94 / 摘要 --- p.94 / 結論 --- p.98 / 建議 --- p.101 / 參攷文獻 --- p.105 / Chapter 附錄 --- 一、本研究樣本學生的男女分佈圖 --- p.117 / 二、畫句測驗 --- p.118 / 三、撮寫測驗 --- p.120 / 四、主題測驗 --- p.122 / 五、閱讀理解測驗 --- p.123 / 六、畫句測驗標準答案 --- p.127 / 七、撮寫測驗標準答案 --- p.128 / 八、主題測驗標準答案 --- p.130 / 九、閱讀理解測驗標準答案 --- p.131 / 十、本研究樣本的廢卷分佈圖 --- p.134

Ho Pui-hung. / Thesis submitted in: July 2003. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2004. / Includes bibliographical references (leaves 133-143). / Abstracts in English and Chinese. / Abstract --- p.i / 摘要 --- p.ii / Acknowledgement --- p.iii / Table of Content --- p.v / Chapter Chapter1 --- "Overview, Research Concern, Literature Review and Theoretical Framework" --- p.1 / Chapter 1.1 --- Introduction --- p.1 / Chapter 1.2 --- Overview of Existing Studies on Civics Education of Postwar Hong Kong --- p.2 / Chapter 1.3 --- Queries over the Functionalistic Account： Preliminary Research Inquiries --- p.3 / Chapter 1.4 --- Sociological Approaches to Civics Education --- p.5 / Chapter 1.4.1 --- Functional Perspective on Civics Education --- p.6 / Chapter 1.4.2 --- Conflict Perspective on Civics Education --- p.7 / Chapter 1.4.3 --- Implications of Functional and Conflict Perspective on Civics Education --- p.14 / Chapter 1.5 --- Theoretical Concern of New Institutionalism --- p.15 / Chapter 1.5.1 --- New Institutional Perspective on Education --- p.15 / Chapter 1.5.2 --- Universal World Models of Individual and Society --- p.16 / Chapter 1.5.3 --- Implications of New Institutional Perspective in Civics Education --- p.19 / Chapter 1.6 --- Casing the Hong Kong Case --- p.20 / Chapter 1.7 --- Research Questions --- p.22 / Chapter 1.8 --- Organization of Thesis --- p.23 / Chapter Chapter2 --- Method --- p.24 / Chapter 2.1 --- Formal Civics Education as the Object of Study --- p.24 / Chapter 2.2 --- Temporal Dimension --- p.25 / Chapter 2.3 --- Why Junior Secondary Level? --- p.26 / Chapter 2.4 --- "Data Sources, Sampling and Coding" --- p.26 / Chapter 2.4.1 --- Data Sources and the Issue of Sampling --- p.27 / Chapter 2.4.2 --- The Coding Scheme --- p.28 / Chapter Chapter3 --- Development and Diffusion of Civics Education in the Whole Curriculum --- p.33 / Chapter 3.1 --- Introduction --- p.33 / Chapter 3.2 --- Forms of Presence --- p.33 / Chapter 3.2.1 --- Persistent Presence --- p.35 / Chapter 3.2.2 --- Pervasive Presence --- p.36 / Chapter 3.2.3 --- Enhanced Flexibility in Curriculum Planning: Resistance Resided in School Choice --- p.39 / Chapter 3.2.4 --- The Legitimate Ideological Base of Infusion Model of Civics Curriculum --- p.41 / Chapter 3.3 --- Permeation of moral/civics education in the whole curriculum --- p.44 / Chapter 3.3.1 --- Introduction --- p.44 / Chapter 3.3.2 --- Classification of Subjects --- p.45 / Chapter 3.3.3 --- Aesthetic and Expressive Subjects --- p.45 / Art and Design --- p.46 / Chapter 3.3.4 --- Language Subjects --- p.50 / English Language --- p.50 / Chinese Language --- p.51 / Chapter 3.3.5 --- Social and Humanities Subjects --- p.52 / Home Economics --- p.53 / History --- p.54 / Chinese History --- p.58 / Geography --- p.60 / Chapter 3.3.6 --- Vocational Subjects --- p.62 / Chapter 3.3.7 --- Mathematics and Science Subjects --- p.63 / Mathematics --- p.64 / Chemistry --- p.67 / Biology --- p.72 / Chapter 3.4 --- Summary and Discussion --- p.75 / Chapter Chapter4 --- "Continuity and Change of the Knowledge Base of Civics Education, 1960-2000" --- p.79 / Chapter 4.1 --- Introduction --- p.79 / Chapter 4.2 --- Changes in Official Aims of Civics Education --- p.79 / Chapter 4.2.1. --- Expanded Vision and Interconnectedness of Individual and Its Environment --- p.79 / Chapter 4.2.2. --- Elaboration of the Rational and Participatory Model of Individuals --- p.81 / Chapter 4.2.3. --- Realization of Universalistic Values in Everyday Life --- p.82 / Chapter 4.2.4. --- Rising Awareness of Civic Identity --- p.83 / Chapter 4.2.5 --- "Implications of Changing ""´حAims"" of Civics Curriculum" --- p.83 / Chapter 4.3 --- Forms of Presentation --- p.85 / Chapter 4.3.1 --- Shift of Emphasis from Practical and Personal Experience to Conceptual Issues of The System --- p.87 / Chapter 4.3.2 --- Stronger Reliance on Scientific Knowledge Base --- p.90 / Chapter 4.3.3 --- Implications for the Changing Presentation of Civics Knowledge: Emergence of a Universalistic Knowledge Base --- p.90 / Chapter 4.4 --- Content analysis --- p.93 / Chapter 4.5 --- Textual Analysis --- p.96 / Chapter 4.5.1. --- Moral and Character Training --- p.96 / Chapter 4.5.2 --- Self and Individual --- p.98 / Chapter 4.5.3 --- Individual and Immediate Community --- p.103 / Chapter 4.5.4 --- Civic Awareness and Local Society --- p.108 / Chapter 4.5.5 --- Nation and Nationhood --- p.120 / Chapter 4.5.6 --- Global Connectedness --- p.120 / Chapter 4.6 --- Summary and Discussion --- p.122 / Chapter Chapter5 --- Conclusion --- p.127 / Chapter 5.1 --- Introduction --- p.127 / Chapter 5.2 --- Specialization of Society versus Broadened and Universal Participation of Citizen with Wide-Ranging Generic Skills and Values --- p.128 / Chapter 5.3 --- Ritualistic Enactment of World Scripts of Modern Citizen and Student --- p.129 / Chapter 5.4 --- Sociological Significance --- p.130 / Chapter 5.4.1 --- Empirical Significance --- p.130 / Chapter 5.4.2 --- Theoretical Significance --- p.131 / Chapter 5.5 --- A Prospective Research Agenda --- p.132 / References --- p.133 / Appendix I: List of Syllabi Adopted for Content Analysis --- p.141 / Appendix II: List of Textbooks --- p.142 / LIST OF TABLES / Table 2.1 Coding Scheme --- p.30 / Table 3.1 : Development and Proximities of Civics Education in Postwar HK --- p.34 / Table 3.2 Classifications of Subjects --- p.45 / Table 3.3 Time allocation for three main components in art education --- p.46 / "Table 3.4 Comparison of the Structure of Chemistry Curriculum, 1975/82 and 1991" --- p.67 / Table 3.5 Analogy of Chemical Properties with Moral Issues --- p.71 / "Table 4.1 Examples of Changing Chapter Titles for Similar Civic Themes in the Civics and EPA Textbooks for Secondary Schools, 1962-2000" --- p.86 / "Table 4.2a Relative Emphasis of Various Civics Themes in the Syllabus of Civics-Related Subjects in Postwar HK, 1950-2000" --- p.93 / "Table 4.2b Comparison of the Relative Emphasis of Various Civics Themes in the Syllabus of Civics-Related Subjects in Postwar HK, 1950-2000" --- p.94 / "Table 4.3 List of Chapter Titles Related to Self-Management in Social Studies Textbooks,"

Chan Hoi Wing. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2005. / Includes bibliographical references (leaves 202-209). / Abstracts in English and Chinese. / ABSTRACT (ENGLISH) --- p.i / ABSTRACT (CHINSES) --- p.iii / ACKNOWLEGEMENTS --- p.iv / LIST OF FIGURE AND TABLES --- p.xi / Chapter CHAPTER 1 --- INTRODUCTION --- p.1 / Chapter CHAPTER 2 --- LITERATURE REVIEW --- p.5 / Chapter 2.1 --- Introduction --- p.5 / Chapter 2.2 --- Motivation in Second Language Learning Context --- p.6 / Chapter 2.2.1 --- Social-psychological Approach to Motivation --- p.6 / Chapter 2.2.2 --- Motivation in the Social-educational Model --- p.9 / Chapter 2.2.2.1 --- The Motivation Constructs --- p.9 / Chapter 2.2.2.2 --- Integrative and Instrumental Dimensions --- p.11 / Chapter 2.2.2.3 --- Instrumental Motivation and Language Achievement --- p.13 / Chapter 2.2.2.4 --- The Roles of Parents in Attitudes and Motivation --- p.14 / Chapter 2.2.3 --- An Expansion of Motivation Constructs in Socio-educational Model --- p.16 / Chapter 2.2.4 --- Causal Link between Motivation and L2 Achievement --- p.18 / Chapter 2.3 --- Motivation in Foreign Language Learning Context --- p.19 / Chapter 2.3.1 --- The Role of Instrumental Motivation --- p.19 / Chapter 2.3.2 --- The Need for Achievement and Attributions about Past Failures --- p.20 / Chapter 2.3.3 --- Linguistic Self-confidence --- p.21 / Chapter 2.3.4 --- A Theoretical Framework of Motivation --- p.22 / Chapter 2.4 --- Motivation as in Self-determination Theory --- p.25 / Chapter 2.4.1 --- Intrinsic and Extrinsic Motivation --- p.25 / Chapter 2.4.2 --- A Continuum --- p.25 / Chapter 2.4.3 --- Intrinsic/Extrinsic Motivation and Language Outcome --- p.27 / Chapter 2.5 --- Motivation and Autonomy --- p.28 / Chapter 2.5.1 --- Motivation: An Outcome of Autonomy --- p.28 / Chapter 2.5.2 --- Motivation: A Source of Autonomy --- p.29 / Chapter 2.6 --- A Dynamic Approach of Motivation --- p.30 / Chapter 2.6.1 --- A Qualitative Exploration of Motivation --- p.31 / Chapter 2.7 --- Motivation and Language Learning Behaviour/Use --- p.34 / Chapter 2.7.1 --- Investigation on Successful Language Learners --- p.34 / Chapter 2.7.2 --- Language Learning Strategies of Successful Language Learners --- p.34 / Chapter 2.7.3 --- Motivation and Language Learning Strategies --- p.35 / Chapter 2.7.4 --- Motivation and Language Classroom Behaviour --- p.37 / Chapter 2.8 --- Motivation to Learn English in the Local Context --- p.39 / Chapter 2.8.1 --- English Learning in Hong Kong --- p.39 / Chapter 2.8.2 --- Motivation Constructs in Hong Kong: An Overview --- p.41 / Chapter 2.8.2.1 --- A Strong Instrumental Orientation --- p.41 / Chapter 2.8.2.2 --- A Small Proportion of Integrative Motivation --- p.44 / Chapter 2.8.2.3 --- A Dynamic Local Qualitative Study --- p.45 / Chapter 2.8.2.3.1 --- Motivation and English achievement --- p.46 / Chapter 2.8.2.3.2 --- The development of motivation --- p.47 / Chapter 2.9 --- Rationale for Present Study --- p.50 / Chapter 2.10 --- Summary --- p.52 / Chapter CHAPTER 3 --- METHODOLOGY --- p.54 / Chapter 3.1 --- Introduction --- p.54 / Chapter 3.2 --- Research Design --- p.54 / Chapter 3.2.1 --- Qualitative Research Paradigm --- p.54 / Chapter 3.2.2 --- Limitations of Quantitative Paradigm --- p.55 / Chapter 3.2.3 --- Longitudinal Qualitative Design --- p.56 / Chapter 3.2.4 --- The Case Study Design --- p.56 / Chapter 3.2.4.1 --- A Multiple Case Design --- p.58 / Chapter 3.3 --- Participants --- p.58 / Chapter 3.3.1 --- Selection Criteria for the Focused Cases --- p.60 / Chapter 3.3.1.1 --- Demographic and Language Background --- p.60 / Chapter 3.3.1.2 --- Examination Results --- p.60 / Chapter 3.3.1.3 --- Level of Motivation --- p.61 / Chapter 3.3.1.3.1 --- Survey --- p.61 / Chapter 3.3.1.3.2 --- Language Learning Narrative --- p.62 / Chapter 3.3.2 --- Profile of the Participants --- p.62 / Chapter 3.4 --- Data Collection Instruments --- p.65 / Chapter 3.4.1 --- Survey --- p.66 / Chapter 3.4.1.1 --- Construction of the Survey --- p.67 / Chapter 3.4.1.2 --- Design of the Survey --- p.69 / Chapter 3.4.2 --- Language Learning Narrative --- p.71 / Chapter 3.4.3 --- Semi-structured Interviews --- p.72 / Chapter 3.4.3.1 --- Design of Interview Protocols --- p.73 / Chapter 3.4.4 --- Pilot Testing --- p.75 / Chapter 3.5 --- Data Collection --- p.76 / Chapter 3.5.1 --- Survey --- p.76 / Chapter 3.5.2 --- Language Learning Narrative --- p.78 / Chapter 3.5.3 --- Semi-structured Interviews --- p.78 / Chapter 3.6 --- Data Analysis --- p.79 / Chapter 3.6.1 --- Survey --- p.80 / Chapter 3.6.2 --- Language Learning Narrative --- p.80 / Chapter 3.6.3 --- Semi-structured Interviews --- p.81 / Chapter 3.6.4 --- Triangulation of Data --- p.82 / Chapter 3.7 --- The Researcher's Role --- p.83 / Chapter 3.8 --- Ethics --- p.84 / Chapter 3.9 --- Validity and Reliability --- p.85 / Chapter 3.9.1 --- Internal Validity --- p.85 / Chapter 3.9.2 --- External Validity --- p.85 / Chapter 3.9.3 --- Reliability --- p.85 / Chapter 3.10 --- Summary --- p.86 / Chapter CHAPTER 4 --- FINDINGS AND ANALYSIS --- p.88 / Chapter 4.1 --- Introduction --- p.88 / Chapter 4.2 --- Primary Level --- p.88 / Chapter 4.2.1 --- Perceived Level of Motivation and Reasons for Learning English --- p.89 / Chapter 4.2.2 --- Contextual Factors --- p.95 / Chapter 4.2.2.1 --- Influence of Teachers --- p.95 / Chapter 4.2.2.2 --- Achievement --- p.100 / Chapter 4.2.2.2.1 --- Praise from Teachers and Parents --- p.100 / Chapter 4.2.2.2.2 --- Academic Performance --- p.101 / Chapter 4.2.2.2.3 --- A Reciprocal Relationship --- p.102 / Chapter 4.2.2.3 --- Examination Pressure --- p.103 / Chapter 4.2.2.4 --- Extra-curricular Activities --- p.105 / Chapter 4.2.2.5 --- Parental Influence --- p.107 / Chapter 4.2.2.5.1 --- Source of Pressure --- p.107 / Chapter 4.2.2.5.2 --- Physical Punishment --- p.109 / Chapter 4.2.2.5.3 --- Being a Teacher --- p.111 / Chapter 4.2.2.5.4 --- A Fellow Learner and Role Model of English --- p.113 / Chapter 4.2.3 --- Summary --- p.114 / Chapter 4.3 --- Secondary Level --- p.116 / Chapter 4.3.1 --- Perceived Level of Motivation --- p.116 / Chapter 4.3.2 --- Reasons for Learning English --- p.119 / Chapter 4.3.2.1 --- Instrumental Orientation --- p.120 / Chapter 4.3.2.2 --- Interest in English --- p.121 / Chapter 4.3.2.3 --- Socio-cultural Orientation --- p.125 / Chapter 4.3.2.4 --- Travel Orientation --- p.126 / Chapter 4.3.2.5 --- Knowledge Orientation --- p.128 / Chapter 4.3.3 --- Contextual Factors --- p.129 / Chapter 4.3.3.1 --- Influence of Teachers --- p.129 / Chapter 4.3.3.2 --- Achievement --- p.134 / Chapter 4.3.3.3 --- Examination Pressure --- p.138 / Chapter 4.3.3.4 --- Awareness of Weaknesses --- p.139 / Chapter 4.3.3.5 --- Extra-curricular Activities --- p.141 / Chapter 4.3.3.6 --- Parental Influence --- p.143 / Chapter 4.3.3.6.1 --- Positive Influence --- p.144 / Chapter 4.3.3.6.2 --- Negative Influence --- p.145 / Chapter 4.3.3.7 --- Influence of Sibling --- p.146 / Chapter 4.3.3.8 --- Tutorial work --- p.147 / Chapter 4.3.3.9 --- Exposure to English when Traveling --- p.148 / Chapter 4.3.4 --- Summary --- p.149 / Chapter 4.4 --- Tertiary Level --- p.150 / Chapter 4.4.1 --- Perceived Level of Motivation --- p.150 / Chapter 4.4.2 --- Reasons for Learning English --- p.158 / Chapter 4.4.2.1 --- Instrument Orientation --- p.159 / Chapter 4.4.2.2 --- Interest in English --- p.160 / Chapter 4.4.2.3 --- Socio-cultural and Travel Orientation --- p.161 / Chapter 4.4.2.4 --- Knowledge Orientation --- p.163 / Chapter 4.4.3 --- Contextual Factors --- p.163 / Chapter 4.4.3.1 --- Coursework --- p.163 / Chapter 4.4.3.2 --- Influence of Classmates --- p.165 / Chapter 4.4.3.3 --- Achievement --- p.166 / Chapter 4.4.3.4 --- Extra-curricular Activities --- p.168 / Chapter 4.4.3.5 --- Tutorial Work --- p.171 / Chapter 4.4.3.6 --- Expectation of Others in the Community --- p.171 / Chapter 4.4.3.7 --- Parental Influence --- p.172 / Chapter 4.4.3.8 --- Influence of Sibling --- p.173 / Chapter 4.4.4 --- Summary --- p.173 / Chapter CHAPTER 5 --- CONCLUSIONS --- p.175 / Chapter 5.1 --- Introduction --- p.175 / Chapter 5.2 --- Guiding Question One --- p.175 / Chapter 5.2.1 --- Motivation at Primary Level --- p.175 / Chapter 5.2.2 --- Motivation at Secondary Level --- p.178 / Chapter 5.2.3 --- Motivation at Tertiary Level --- p.182 / Chapter 5.3 --- Guiding Question Two --- p.185 / Chapter 5.3.1 --- Perceived Level of Motivation --- p.185 / Chapter 5.3.2 --- Reasons for Learning English --- p.185 / Chapter 5.3.3 --- Contextual Factors --- p.187 / Chapter 5.4 --- Guiding Question Three --- p.190 / Chapter 5.4.1 --- Primary Level --- p.190 / Chapter 5.4.1.1 --- English Teachers --- p.190 / Chapter 5.4.1.2 --- Parents --- p.191 / Chapter 5.4.2 --- Secondary Level --- p.192 / Chapter 5.4.2.1 --- English Teachers (In General) --- p.192 / Chapter 5.4.2.2 --- Native English-speaking Teachers (NETs) --- p.193 / Chapter 5.4.2.3 --- Parents --- p.194 / Chapter 5.4.2.4 --- Students --- p.194 / Chapter 5.4.3 --- Tertiary Level --- p.195 / Chapter 5.4.3.1 --- Institutions --- p.195 / Chapter 5.4.3.2 --- Parents --- p.196 / Chapter 5.4.3.3 --- Students --- p.196 / Chapter 5.5 --- Contributions of the Present Study --- p.197 / Chapter 5.6 --- Limitations of the Present Study --- p.198 / Chapter 5.7 --- Suggestions for Future Studies --- p.199 / Chapter 5.8 --- Summary --- p.200 / REFERENCES --- p.202 / APPENDICES / Appendix A Questionnaire --- p.210 / Appendix B Interview Protocols (Primary Level) --- p.214 / Appendix C Interview Protocols (Secondary Level) --- p.217 / Appendix D Interview Protocols (Tertiary Level) --- p.221 / Appendix E Cover Letter --- p.235 / Appendix F Consent Form --- p.236

在科學教育研究領域內，很少有關學生在物理課堂的情境興趣之實證研究進行過(Palmer,2008; Dohn,2010)，亦缺乏介入式課程與教學實證研究探討如何提高學生在物理堂的情境興趣(Hidi and Harackiewicz, 2000)，雖然很多研究文獻均報告學生學習物理的興趣隨著年齡增加而下降(Gardner, 1998 ; International Bureau for Education, 2001; European Commission, 2007; Oon & Subramaniam, 2011)，但在科學教育研究範疇內，現時對如何在物理課堂觸發學生的引發性及維持性情境興趣所知甚少。 / 研究者於本研究設計了五堂創意發明教學課堂，每堂由三部分所組成，包括Eberle's (1971, 1972)的SCAMPER創意思考方法、物理課程的知識與概念、與SCAMPER方法及物理概念同樣有關的動手實驗活動。研究者亦發展了兩個量表分別測量學生在物理堂觸發的情境興趣及物理堂個體興趣，還運用質化訪談資料詮釋學生在物理堂觸發情境興趣的因素。 / 從本研究的結果得知，學生在物理堂觀看一些內容與SCAMPER法有關的電影或電視片段，以及觀摩運用SCAMPER法製造出來的發明品範例，學生就能夠觸發起引發性情境興趣，而透過某些結合SCAMPER法與物理概念的有意義課堂動手活動，學生就能夠觸發起維持性情境興趣。不同學業能力水平的學生，在物理堂接受介入式的創意發明教學時，所觸發的情境興趣沒有顯著差異，除了在接駁電子元件有關的課題時，較低學業水平的學生所觸發的情境興趣，顯著高於較高學業水平的學生。不同性別的學生在物理堂接受介入式的創意發明教學時，所觸發的的情境興趣亦沒有顯著差異，除了在自製紙杯走馬燈的課題上，女學生的情境興趣顯著高於男學生。 / 根據本研究的發現，研究者建議教育工作者運用創意發明教學去觸發學生物理堂的情境興趣及增加學生物理堂的個體興趣。 / There are a few empirical studies (Palmer, 2008; Dohn, 2010) or intervention programs (Hidi & Harackiewicz, 2000) about students' situational interest in physics lessons, although the declining interest in physics among students has been well documented in the research literature (Gardner, 1998 ; International Bureau for Education, 2001; European Commission, 2007; Oon & Subramaniam, 2011). Even in the research area of science education, yet little is known about how to trigger students' catching and holding situational interest in a physics lesson. / In this study, five intervention lessons of creative invention were developed. Each lesson consists of three parts including Eberle's (1971, 1972) SCAMPER technique on the creative thinking, knowledge and concepts of physics curriculum, hands-on activities related to both SCAMPER technique and physics concepts. Two surveys were developed and used to measure the situational interest and individual interest of students in physics lessons. Qualitative conversational interviews were used to interpret the sources of situational interest of students in physics lessons. / Results in this study indicate that new inventive products and television programs or films related to SCAMPER can trigger the catching interest in physics lessons. Meaningful hands-on activities related to both SCAMPER technique and physics concepts can trigger the holding interest in physics lessons. There is no significant difference in situational interest among students with different academic abilities except in the topic related to electronic components. The students with lower academic ability have greater situational interest than the students with higher academic ability in learning the topic related to electronic components. There is no significant difference in situational interest between boys and girls except in the topic related to revolving paper lantern. Girls have higher situational interest than boys in learning the topic related to revolving paper lantern. / The findings in this study suggest that educators can use instruction of creative invention to trigger students’ situational interest and enhance students' individual interest in physics lessons. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 梁添. / "2013年4月". / "2013 nian 4 yue". / Thesis (Ed.D.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 189-213). / 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. / Liang Tian. / Chapter 第一章 --- 緒論 --- p.1 / Chapter 1.1 --- 研究背景脈絡 --- p.2 / Chapter 1.1.1 --- 學生學習物理興趣出現隨著年齡增加而下降的現象 --- p.3 / Chapter 1.1.2 --- 引入本研究的主題概念--情境興趣 --- p.4 / Chapter 1.1.3 --- 基本名詞釋義 --- p.10 / Chapter 1.1.4 --- 有關情境興趣已有研究成果的評析 --- p.11 / Chapter 1.1.4.1 --- 研究主題上缺乏學生在物理課堂情境興趣的實證研究 --- p.12 / Chapter 1.1.4.2 --- 缺乏介入式課程與教學的實證研究 --- p.13 / Chapter 1.1.4.3 --- 不同學業水平學生在物理堂觸發的情境興趣之異同 --- p.15 / Chapter 1.1.4.4 --- 不同性別學生在物理堂觸發的情境興趣之異同 --- p.16 / Chapter 1.1.5 --- 本節研究背景脈絡小結 --- p.18 / Chapter 1.2 --- 研究目的與研究貢獻 --- p.19 / Chapter 1.2.1 --- 歸納可能觸發學生課堂情境興趣的情境特徵 --- p.20 / Chapter 1.2.2 --- 引入本研究的另一主題概念--創意發明教學策略 --- p.21 / Chapter 1.2.3 --- 選取SCAMPER法作為創意思考方法的教學內容 --- p.23 / Chapter 1.2.4 --- 本研究創意發明教學的定義 --- p.26 / Chapter 1.2.5 --- 研究價值 --- p.28 / Chapter 1.3 --- 研究問題 --- p.31 / Chapter 1.3.1 --- 輔助研究問題 --- p.32 / Chapter 1.3.2 --- 輔助研究問題及有關研究工具 --- p.33 / Chapter 第二章 --- 文獻析評 --- p.35 / Chapter 2.1 --- 學生學習物理的興趣出現下降的現象及原因 --- p.35 / Chapter 2.2 --- 有關學生學習興趣研究之評析 --- p.38 / Chapter 2.2.1 --- 早期學習興趣研究的歷史回顧 --- p.38 / Chapter 2.2.2 --- 學生科學興趣的研究的回顧 --- p.39 / Chapter 2.2.3 --- 學生在科學範疇科目課堂的情境興趣的回顧 --- p.40 / Chapter 2.2.4 --- 情境興趣轉變為個體興趣的機制 --- p.44 / Chapter 2.2.5 --- 有關學生學習興趣研究的小結 --- p.47 / Chapter 2.3 --- 有關創意發明教學已有研究之評析 --- p.49 / Chapter 2.3.1 --- 在科學課程培養學生創造力的已有研究 --- p.50 / Chapter 2.3.2 --- 有關創意思維教學現行狀況的批判 --- p.51 / Chapter 2.3.3 --- 有關創意發明教學已有研究可以借鏡之處 --- p.53 / Chapter 2.3.4 --- 建立介入式創意發明課程與教學策略的課堂情境特徵框架 --- p.54 / Chapter 2.3.5 --- 有關創意發明教學已有研究的小結 --- p.56 / Chapter 2.4 --- 有關測量情境興趣與個體興趣的已有研究之評析 --- p.57 / Chapter 2.4.1 --- 學生課堂情境興趣的心理特徵 --- p.57 / Chapter 2.4.2 --- 有關情境興趣測量方法的評析 --- p.60 / Chapter 2.4.3 --- 本研究學生物理堂情境興趣量表的心理特徵維度 --- p.61 / Chapter 2.4.4 --- 有關科學範疇科目學生個體興趣的心理特徵 --- p.62 / Chapter 2.4.5 --- 本研究學生物理堂個體興趣量表的心理特徵維度 --- p.64 / Chapter 2.4.6 --- 有關測量情境興趣與個體興趣的已有研究報告之小結 --- p.65 / Chapter 2.5 --- 本章總結 --- p.65 / Chapter 第三章 --- 研究方法 --- p.66 / Chapter 3.1 --- 研究理論架構 --- p.66 / Chapter 3.2 --- 研究對象的選取 --- p.67 / Chapter 3.2.1 --- 實驗組班別的選取 --- p.67 / Chapter 3.2.2 --- 介入式創意發明教學的實施 --- p.69 / Chapter 3.3 --- 研究工具 --- p.70 / Chapter 3.3.1 --- 研究者設計<學生在物理堂創意發明教學的情境興趣量表> --- p.70 / Chapter 3.3.2 --- 研究者設計<學生物理堂個體興趣量表> --- p.76 / Chapter 3.3.3 --- 研究者設計質化訪談草案大綱 --- p.78 / Chapter 3.4 --- 資料蒐集及分析方法 --- p.80 / Chapter 3.4.1 --- 量化研究資料的蒐集及分析方法 --- p.81 / Chapter 3.4.2 --- 質化訪談資料的蒐集及分析方法 --- p.82 / Chapter 3.5 --- 量化研究工具的信度、效度分析 --- p.85 / Chapter 3.5.1 --- 學生物理堂創意發明教學情境興趣量表的信度分析 --- p.85 / Chapter 3.5.2 --- 學生物理堂創意發明教學情境興趣量表的效度分析 --- p.89 / Chapter 3.5.3 --- 學生物理堂個體興趣量表的信度分析 --- p.94 / Chapter 3.5.4 --- 學生物理堂個體興趣量表的效度分析 --- p.95 / Chapter 3.5.5 --- 修訂版學生物理堂個體興趣量表的信度分析 --- p.98 / Chapter 3.5.6 --- 修訂版學生物理堂個體興趣量表的效度分析 --- p.99 / Chapter 3.6 --- 學生質化訪談報告的分析及詮釋之品質 --- p.100 / Chapter 3.6.1 --- 可信性 --- p.100 / Chapter 3.6.2 --- 遷移性 --- p.100 / Chapter 3.6.3 --- 可靠性 --- p.101 / Chapter 3.6.4 --- 可驗證性 --- p.101 / Chapter 3.6.5 --- 確切性 --- p.102 / Chapter 3.6.6 --- 研究者偏見 --- p.102 / Chapter 3.6.7 --- 對受訪學生的影響 --- p.103 / Chapter 3.6.8 --- 訪談報告的倫理議題的探討 --- p.103 / Chapter 第四章 --- 介入式的創意發明教學的設計 --- p.105 / Chapter 4.1 --- 本研究與兩篇相近課題已有研究之比較 --- p.105 / Chapter 4.2 --- 介入式創意發明課程的目標 --- p.111 / Chapter 4.3 --- 介入式創意發明課程與教學的內容規劃 --- p.112 / Chapter 4.4 --- 介入式創意發明的教學計劃 --- p.115 / Chapter 4.5 --- 介入式創意發明的教學程序 --- p.116 / Chapter 第五章 --- 研究結果與討論 --- p.118 / Chapter 5.1 --- <學生物理堂創意發明教學情境興趣量表>的資料分析及討論 --- p.119 / Chapter 5.1.1 --- 物理堂創意發明教學觸發學生情境興趣的成效 --- p.119 / Chapter 5.1.1.1 --- 創意發明教學能夠觸發學生引發性情境興趣的原因 --- p.121 / Chapter 5.1.1.2 --- 創意發明教學能夠觸發學生維持性情境興趣的原因 --- p.127 / Chapter 5.1.2 --- 有效觸發學生情境興趣的創意發明教學活動 --- p.135 / Chapter 5.1.3 --- 創意發明教學與學生引發性及維持性情境興趣的關係 --- p.138 / Chapter 5.1.4 --- 不同學業能力的學生所觸發的情境興趣之異同 --- p.142 / Chapter 5.1.4.1 --- 學業水平較低學生在電學課題外顯的引發性情境興趣 --- p.145 / Chapter 5.1.4.2 --- 學業水平較低學生在電學課題外顯的維持性情境興趣 --- p.146 / Chapter 5.1.4.3 --- 學業水平較低學生在電學課題內隱的維持性情境興趣 --- p.147 / Chapter 5.1.5 --- 不同性別的學生所觸發的情境興趣的異同 --- p.149 / Chapter 5.1.5.1 --- 女學生在第五堂外顯的引發性情境興趣 --- p.151 / Chapter 5.1.5.2 --- 女學生在第五堂外顯與內隱的維持性情境興趣 --- p.151 / Chapter 5.2 --- <學生物理堂創意發明教學個體興趣量表>的資料分析及討論 --- p.154 / Chapter 5.2.1 --- 學生接受物理堂創意發明教學後其個體興趣的變化 --- p.154 / Chapter 5.2.2 --- 學生接受創意發明教學後其個體興趣增加的原因 --- p.156 / Chapter 5.2.3 --- 學生在物理堂所觸發起的情境興趣與物理堂個體興趣的關係 --- p.161 / Chapter 5.2.4 --- 不同學業能力學生接受創意發明教學後其個體興趣變化之異同 --- p.163 / Chapter 5.2.5 --- 不同性別的學生接受創意發明教學後其個體興趣變化之異同 --- p.168 / Chapter 5.3 --- 本章小結 --- p.171 / Chapter 第六章 --- 結論與建議 --- p.172 / Chapter 6.1 --- 研究結論 --- p.172 / Chapter 6.2 --- 研究限制 --- p.174 / Chapter 6.2.1 --- 本研究的環境因素限制 --- p.174 / Chapter 6.2.2 --- 研究方法固有的局限性 --- p.175 / Chapter 6.2.3 --- 減低霍桑效應因素的影響 --- p.176 / Chapter 6.2.4 --- 事先注意但未能控制的限制因素 --- p.178 / Chapter 6.2.5 --- 預期會出現但未能解決的限制因素 --- p.178 / Chapter 6.2.6 --- 出現了無法預料的限制因素 --- p.179 / Chapter 6.2.7 --- 需要改善研究工具的設計 --- p.179 / Chapter 6.3 --- 研究者反思 --- p.181 / Chapter 6.4 --- 本研究對香港物理教學的啟示 --- p.183 / 參考文獻英文部分 --- p.189 / 參考文獻中文部分 --- p.207 / 附錄 --- p.214 / Chapter 附錄一 --- 有關學生課堂情境興趣已有研究成果之摘要 --- p.214 / Chapter 附錄二 --- <學生在物理堂創意發明教學的情境興趣量表> (表1: 相反重組法R) --- p.225 / Chapter 附錄三 --- <學生在物理堂創意發明教學的情境興趣量表> (表2: 調適改裝法A) --- p.226 / Chapter 附錄四 --- <學生在物理堂創意發明教學的情境興趣量表> (表3: 強逼組合法C) --- p.227 / Chapter 附錄五 --- <學生在物理堂創意發明教學的情境興趣量表> (表4: 取代消減法S&E) --- p.228 / Chapter 附錄六 --- <學生在物理堂創意發明教學的情境興趣量表> (表5: 其他用途法P) --- p.229 / Chapter 附錄七 --- <學生物理堂個體興趣量表> --- p.230 / Chapter 附錄八 --- 本研究五堂創意發明教學的教案 --- p.231 / Chapter 附錄九 --- 本研究五堂創意發明教學的課堂筆記 --- p.251 / Chapter 附錄十 --- 本研究五堂創意發明教學的工作紙 --- p.263

published_or_final_version / Nursing Studies / Master / Master of Nursing in Advanced Practice

published_or_final_version / Linguistics / Master / Master of Arts

In view of the popularity and continuous expansion in the scale of shadow education (private supplementary tutoring) all over the world, research in this field has recently received more attention. However, the study of English language learning in this context has been rather limited although it is the subject having the greatest demand in Hong Kong. This study aimed to fill part of the research gap by focusing on the experience of learners of English under shadow education in Hong Kong. It investigated, from the learners’ perspective, why they received English tutoring, the strategies tutors used and how their motivations and attitudes were influenced. It also explored what learners ‘wanted’ and ‘needed’ in English learning under shadow education, and whether their ‘wants’ and ‘needs’ were satisfied. A qualitative study was carried out. Data were collected using background questionnaires and one-to-one semi-structured interviews. Fourteen Year One university undergraduates were recruited as interviewees to narrate their experience of English learning through tuition in their whole life before they were admitted to university. The data showed that learners participated in four types of tutoring, namely one-to-one, small-group, large-group and star-tutoring. The frequency, duration, costs, learners’ attitudes, motivation and reasons for receiving tutoring changed in different periods. A theoretical framework was developed to investigate how learners were motivated under shadow education. The data also suggested that learners’ ‘wants’ and ‘needs’ overlapped to various degrees in different periods. The study has indicated that shadow education has had a significant impact on the mainstream education system. While shadow education seems to be developing in an opposite direction to the current education reform, there is clearly something that mainstream schoolteachers and curriculum developers can learn from it. It would be wise to look at the issue seriously instead of ignoring it. / published_or_final_version / Applied English Studies / Master / Master of Arts in Applied Linguistics

The aim of this dissertation is to test the feasibility of setting up a heritage trail on a non-historic campus as an effective educational tool to facilitate cultural identification among students. The ELCHK Lutheran Secondary School is used as a case study. Since understanding the place is fundamental to value-based conservation, heritage education for students should start from their acquainted environment with a sense of belonging. Existing external heritage resources provided to schools are not sufficient to meet the mounting needs for cultural heritage education. One’s own campus should be incorporated into the design of teaching and learning activities. In this dissertation, an in-house, on-campus heritage trail is set up on a non-historic campus, with neither declared monuments nor graded historic buildings, through a stakeholder participation approach. Major visiting points are determined according to an opinion survey of the stakeholders. The proposed trail can also be used for docent service for visitors and other orientation programs. The proposed campus heritage trail may only be operated on a pilot scale in view of its inherent limitations of small campus size and low degree of attractiveness. Its non-historic nature also implies lack of adequate funding for management and impetus for conservation. Nonetheless, implementation and evaluation of the proposed learning activities should still be tried out. If review proves that utilization of the trail is an effective tool to cultivate a sense of identity, continuity and belongings among students, the feasibility of the proposal can be verified. An ordinary school, as long as it is loved and has its own identity and individuality, deserves recognition and conservation. Regardless of age, non-historic places have to be taken care of with passion and enthusiasm before they can gradually evolve into more historic and precious jewels. / published_or_final_version / Conservation / Master / Master of Science in Conservation

In recent years, the Invitational Education (IE) philosophy and its application into schools have been spreading from the West to East. Many schools at different levels: kindergarten, primary and secondary schools, are gradually adapting this philosophy together with their own curriculum to enhance students’ learning. This philosophy is believed that human potential can best be realized to invite development, and by people who are intentionally inviting with themselves and others. Being the secondary school that is of the same sponsoring body of the pioneer primary school for introducing Invitational Education to Hong Kong, the school possesses great potential to be developed as a truly inviting school. However, at the same time, as a new school, many ideas were needed to be developed including policies, student activities, and new ideas for the curriculum, developing programs for different stakeholders and establishing networks with other schools. Therefore, the purpose of this research is to know how the implementation of IE philosophy affects on students’ learning in a Hong Kong secondary school – case study. There are 3 main questions: (1) How is teaching and learning is shaped or affected by IE? (2) What are the factors affecting the success or applicability of IE in the school? (3) Is IE applicable in the school under study? This study adopts a mixed approach in its method of inquiry because of its descriptive and exploratory nature. The outcome shows that the staff is pleased to have Invitational Education philosophy adopted in the case school. It could help the teachers to shape their way of teaching with invitational education qualities but this needs further research. There is a lot of room for improvement as there are factors that affect the success or application of IE in the school. / published_or_final_version / Education / Master / Master of Education

The purpose of this study was to investigate the effect of the implementation of criteria-referenced self-assessment in students’ learning in argumentative writing especially for students learning Chinese as a second language (CSL). Participants were 4 year-8 students in an international school in Hong Kong. Follow-up interview was also conducted to investigate students’ perspectives of self-assessment. Findings include the changes of students’ writing performance in argumentative essays based on the comparison of pre-test and post-test in the aspects of the 3 metafunctions of language: ideational, interpersonal and textual defined by M.A.K. Halliday. The result suggests that integrating criteria-referenced self-assessment in CSL writing classes can improve students’ writing performance and enhance their understanding of marking criteria for argumentative essay. 本文透過準實驗性研究的設計，以香港一所國際學校4位8年級學生為研究對象，了解透過量表自評在中文第二語言寫作教學中的實施，是否能夠提升學生在議論文寫作的表現。本文根據系統功能語言學對於語言元功能的分類，分析學生前後測寫作的表現。結果發現，經過一個月的量表自評實驗，學生的寫作表現在語言的概念功能、人際功能以及語篇功能三個方面均產生變化。此外，透過實驗後的跟進訪談發現，量表自評使得學生對於議論文寫作的評估標準有了更清楚的認識，同時也能夠將這樣的認識體現在對於議論文寫作的評斷當中。 / published_or_final_version / Education / Master / Master of Education