published_or_final_version / Education / Master / Master of Education

Information gained through various sources and methods have been used to reveal the perceived deficiencies of needs through both target situation analysis (TSA) and present situation analysis (PSA). The identified needs were then prioritized according to their immediacy to learners, with the underlying causes ofthe language competence discrepancies further explored and interpreted. Possible solutions were then suggested for future implementation ofthe vocational English curriculum in the senior secondary vocational education context. The research findings of the current study have indicated that learners in general have low language learning motivation and inadequate language competences; there exist language competence discrepancies regarding learners' learning needs, teachers' teaching needs, and learning resources and facilities provided at school; there are positive relationship between learners' motivation and language competences; and many factors contribute to the current language competence deficiencies, among which motivational factors figure more prominently. The results of the study can be of value to educators and researchers involved in developing and redesigning language curriculums at various levels, in particular to teachers, curriculum developers as well as to researchers in vocational education. / This study provides a detailed description and interpretation ofthe needs analysis (NA) of learners' English language competences carried out at senior secondary vocational schools in mainland China since understanding learners' language learning needs and their motivation to participate in language learning are essential in curriculum development. The study draws on both quantitative and qualitative mixed-method NA practices of using multiple sources and multiple methods in the data collection. The complete data include: (l) around 700 participants at three vocational schools in the particular city studied; (2) about 20 hours of recorded and unrecorded data of classroom observation at three vocational schools, a series of interviews with six teachers and 23 students at three vocational schools, as well as interviews with two inspectors, six graduate vocational school students, and a joint venture general manager; and (3) document analysis of the new National Vocational English Syllabus (NVES) issued by the Ministry of Education, along with textbooks currently in use at vocational senior secondary schools. / Zhao, Wen. / Advisers: David Coniam; Chi Chung Lam. / Source: Dissertation Abstracts International, Volume: 73-03, Section: A, page: . / Thesis (Ph.D.)--Chinese University of Hong Kong, 2010. / Includes bibliographical references (leaves 335-366). / 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, [201-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese.

by Ming-fai Law. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2000. / Includes bibliographical references (leaves 291-312). / Abstract and appendix in English and Chinese. / Title --- p.i / English extract --- p.ii / Chinese extract --- p.iv / Declaration --- p.v / Acknowledgement --- p.vi / Dedication --- p.viii / Table of contents --- p.ix / List of Exhibits --- p.xv / List of Appendices --- p.xvii / Desiderata --- p.xviii / Preface: The button --- p.xix / Chapter Section One: --- Introduction --- p.1 / Chapter Chapter One --- Introduction --- p.1 / Chapter 1.1 --- Background of the study --- p.1 / Chapter 1.2 --- The professional journey --- p.2 / Chapter 1.3 --- The view to students in a prevocational school --- p.4 / Chapter 1.4 --- Focus and objectives of the study --- p.5 / Chapter 1.5 --- Potential contributions of the study --- p.6 / Chapter 1.6 --- Chapter organization --- p.7 / Chapter Section Two: --- Literature review and theoretical framework --- p.8 / Chapter Chapter Two --- Literature review (Part 1): School social work in Hong Kong --- p.8 / Chapter 2.0 --- Introduction --- p.8 / Chapter 2.1 --- Background and development of the school social work service --- p.8 / Chapter 2.2 --- The school social work service delivery --- p.12 / Chapter 2.2.1 --- The expertise of school social work knowledge --- p.13 / Chapter 2.2.2 --- Existing service models --- p.14 / Chapter 2.2.3 --- Policy requirement --- p.15 / Chapter 2.2.4 --- "Preferred service delivery model and ""social work"" definition of school" --- p.17 / Chapter 2.3 --- The school casework service --- p.18 / Chapter 2.3.1 --- The significance of studying the school casework service --- p.18 / Chapter 2.3.2 --- The special features of the school casework service --- p.20 / Chapter 2.3.2.1 --- The statistics of casework problem natures --- p.21 / Chapter 2.3.2.2 --- Clients' impression towards school casework service --- p.23 / Chapter 2.3.2.3 --- Cooperation with school personnel --- p.26 / Chapter 2.3.2.4 --- Working with other helping professionals in the community --- p.28 / Chapter 2.4 --- Conclusion --- p.29 / Chapter Chapter Three --- Literature review (Part 2): The direct work (clinical work) with clients of the school casework service --- p.30 / Chapter 3.0 --- Introduction --- p.30 / Chapter 3.1 --- The current working paradigms of school casework service --- p.31 / Chapter 3.1.1 --- Review of the school social work case studies --- p.31 / Chapter 3.1.2 --- Preliminary study of school social workers --- p.33 / Chapter 3.2 --- Theories influencing the intervention of school casework service --- p.36 / Chapter 3.2.1 --- The biological theory --- p.37 / Chapter 3.2.2 --- The developmental theory --- p.37 / Chapter 3.2.3 --- Learning and social learning theories --- p.38 / Chapter 3.2.4 --- Cognitive theories --- p.39 / Chapter 3.2.5 --- Delinquency studies --- p.40 / Chapter 3.2.6 --- Family system therapy --- p.41 / Chapter 3.3 --- The cultural dimension - The Chinese values --- p.42 / Chapter 3.3.1 --- Basic conception of Chinese ethics --- p.42 / Chapter 3.3.2 --- The Chinese way of guiding young persons --- p.44 / Chapter 3.4 --- The epistemological position of the present study --- p.47 / Chapter 3.4.1 --- Comments about the literature review --- p.47 / Chapter 3.4.2 --- The tasks for the present study --- p.52 / Chapter 3.5 --- Conclusion --- p.54 / Chapter Chapter Four --- "Theoretical framework and research objectives: ""Narrative informed practice"" of school casework service" --- p.55 / Chapter 4.0 --- Introduction --- p.55 / Chapter 4.1 --- "The theoretical doctrine of ""narrative""" --- p.56 / Chapter 4.1.1 --- "The scope of a ""narrative""" --- p.56 / Chapter 4.1.2 --- Narrative reasoning and logico-scientific reasoning --- p.58 / Chapter 4.1.3 --- "The ""common"" features of a narrative" --- p.60 / Chapter 4.1.3.1 --- Time --- p.60 / Chapter 4.1.3.2 --- Intentionality --- p.61 / Chapter 4.1.3.3 --- Narrative form --- p.61 / Chapter 4.1.3.4 --- Meaning of a narrative --- p.63 / Chapter 4.1.3.5 --- Telling and retelling of a lived experience --- p.66 / Chapter 4.1.3.6 --- The dual landscape of a lived experience --- p.67 / Chapter 4.1.3.7 --- "The relationship between the ""part"" and the ""whole"" of a narrative" --- p.68 / Chapter 4.1.4 --- The narrative asymmetry --- p.69 / Chapter 4.1.5 --- Summing up for the theoretical doctrine --- p.72 / Chapter 4.2 --- Connecting the theoretical doctrine to the practice theory --- p.73 / Chapter 4.2.1 --- """Meaning"" revisited in “narrative informed practice""" --- p.73 / Chapter 4.2.2 --- "The meaning of a ""client""" --- p.74 / Chapter 4.2.3 --- Reasons for seeking the school casework service --- p.75 / Chapter 4.2.4 --- Theoretical linkage between narrative principles and the casework practice --- p.76 / Chapter 4.2.4.1 --- Time --- p.76 / Chapter 4.2.4.2 --- Intentionality --- p.76 / Chapter 4.2.4.3 --- Narrative form --- p.77 / Chapter 4.2.4.4 --- "Narrative activities within ""narrative informed practice""" --- p.78 / Chapter 4.2.5 --- "Differentiation of ""narrative informed practice"" with other related psychotherapies" --- p.80 / Chapter 4.3 --- """Narrative informed practice"" in action" --- p.83 / Chapter 4.3.1 --- """Narrative informed practice"" and social work values" --- p.83 / Chapter 4.3.2 --- "Goals and objectives of ""narrative informed practice""" --- p.83 / Chapter 4.3.3 --- The roles of the school social worker during the practice --- p.84 / Chapter 4.3.4 --- The worker-client relationship --- p.85 / Chapter 4.3.5 --- "A word about ""emotion"" during the practice" --- p.85 / Chapter 4.3.6 --- "Tasks of the school social worker during the ""narrative informed practice""" --- p.86 / Chapter 4.3.7 --- "The advantages of the ""narrative informed practice""" --- p.88 / Chapter 4.4 --- Conclusion and the research objectives --- p.91 / Chapter Section Three: --- Methodology --- p.93 / Chapter Chapter Five --- Research design and methodology --- p.93 / Chapter 5.0 --- Overview --- p.93 / Chapter 5.1 --- Rationale in adopting a qualitative research --- p.94 / Chapter 5.2 --- The inquiry root - social constuctionism --- p.96 / Chapter 5.3 --- Research design --- p.98 / Chapter 5.3.1 --- Naturalistic casework research --- p.98 / Chapter 5.3.1.1 --- The research procedures of the naturalistic casework research --- p.100 / Chapter Step 1: --- Preparation for the research --- p.101 / Chapter Step 2: --- Personal experience method in reviewing the data --- p.104 / Chapter Step 3: --- Peer group meeting --- p.105 / Chapter Step 4: --- Interviewing the clients about the past casework experience --- p.107 / Chapter Step 5: --- Narrative analysis of the author cum researcher --- p.107 / Chapter Step 6: --- Writing the case study --- p.109 / Chapter Step 7: --- Member checking --- p.110 / Chapter 5.3.2 --- Clients' evaluation of the school casework service --- p.111 / Chapter 5.3.2.1 --- Locating the scope of evaluation --- p.111 / Chapter 5.3.2.2 --- Areas of evaluation --- p.112 / Chapter 5.3.2.3 --- Steps of evaluation --- p.113 / Chapter 5.4 --- Time-line of the research --- p.114 / Chapter 5.5 --- Conclusion --- p.114 / Chapter Section Four: --- Case studies and evaluation --- p.115 / Chapter Chapter Six --- Background study and the school setting --- p.115 / Chapter 6.0 --- Intro duction --- p.115 / Chapter 6.1 --- Prevocational school as the site of intervention --- p.115 / Chapter 6.2 --- Specific description of the site --- p.117 / Chapter 6.2.1 --- Structure of student affairs --- p.117 / Chapter 6.2.2 --- Student management --- p.117 / Chapter 6.3 --- Summary --- p.121 / Chapter Chapter Seven --- A story of floating --- p.122 / The first interview --- p.122 / The second interview --- p.127 / The third interview --- p.133 / The fourth interview --- p.137 / Latter interviews --- p.139 / Conclusion --- p.141 / Chapter Chapter Eight --- "“I don't want to go to school!""" --- p.142 / The referral --- p.142 / I was really worried that Wai-hung would be bad --- p.144 / I don't want to go to school! --- p.150 / The family interviews --- p.160 / Post-intervention scenario --- p.167 / Conclusion --- p.167 / Chapter Chapter Nine --- "Violence, tears, crisis and hope" --- p.169 / The referral --- p.169 / The meaning of being a triad member --- p.170 / The history of conduct and the liaison with teachers --- p.171 / The progress --- p.174 / One false accusation leading to one real accusation --- p.175 / The letter exchange --- p.176 / Personal reflection from May 1999 to July 1999 --- p.180 / "The ""new"" start and another hitting" --- p.181 / From an individual story to a story with the family and the school --- p.183 / Kwong-lung´ةs runaway from the family --- p.185 / Turn over a new leaf and the first court hearing --- p.188 / The second court hearing and the remand --- p.191 / 21days of remand --- p.193 / The verdict --- p.197 / The division of labor between the school social worker and the probation officer --- p.197 / Struggle with schooling and life-wrestle --- p.200 / Conclusion --- p.206 / Chapter Chapter Ten --- Transforming body mutilation to family loyalty --- p.208 / Presenting problem of Kaki --- p.208 / Family background of Kaki --- p.209 / Session one: Exploring the stress --- p.210 / Session two: Friends and love --- p.214 / Session three: Teacher's view on Kaki --- p.217 / Session four: A brief encounter --- p.219 / Session five: Peeling off the onion skins again --- p.219 / Session six: Visiting the past --- p.221 / Session seven: Paving the avenue for family interviews --- p.224 / Session eight: The first family interview without Kaki --- p.227 / "Session nine: The sister,the sister's boyfriend and Kaki" --- p.231 / Preparing the end of the school term --- p.233 / Session ten: Support work --- p.234 / Session eleven: Preparing the closure --- p.234 / Session twelve: The termination --- p.236 / Three months' later --- p.238 / Conclusion --- p.239 / Chapter Chapter Eleven --- Clients' post-hoc evaluations --- p.240 / Chapter 11.0 --- Introduction --- p.240 / Chapter 11.1 --- Evaluation data by individual case --- p.241 / Chapter 11.2 --- Significant findings --- p.246 / Chapter 11.2.1 --- Significant events --- p.246 / Chapter 11.2.2 --- The clients' subjective helpfulness of the service --- p.248 / Chapter 11.2.3 --- Intervention strategy --- p.249 / Chapter 11.2.3.1 --- Overall intervention --- p.249 / Chapter 11.2.3.2 --- Office interviews --- p.250 / Chapter 11.2.3.3 --- Letters Versus interviews --- p.252 / Chapter 11.2.3.4 --- Suggestions for improvements --- p.253 / Chapter 11.2.4 --- The qualities of a school social worker during the casework service --- p.254 / Chapter 11.2.5 --- Worker-client relationship --- p.255 / Chapter 11.2.6 --- Subjective usefulness of the casework service --- p.256 / Chapter 11.2.7 --- Usefulness of the evaluation --- p.257 / Chapter 11.3 --- Summary and conclusion --- p.257 / Chapter Section Five: --- Discussion and conclusion --- p.260 / Chapter Chapter Twelve --- Discussion and implications --- p.260 / Chapter 12.0 --- Introduction --- p.260 / Chapter 12.1 --- Limitations of the study --- p.260 / Chapter 12.2 --- Implications for the study --- p.263 / Chapter 12.2.1 --- Implications for the practice theory --- p.263 / Chapter 12.2.1.1 --- "Revisiting the goals and objectives of the ""narrative informed practice""" --- p.263 / Chapter 12.2.1.2 --- Revisiting the roles of a school social worker --- p.264 / Chapter 12.2.1.3 --- A discussion of the intervention of a school social worker --- p.265 / Chapter a. --- Overall intervention --- p.265 / Chapter b. --- Office interviews --- p.266 / Chapter 1. --- The use of metaphors --- p.267 / Chapter 2. --- To maximize the usefulness of interviews more than two persons --- p.268 / Chapter 3. --- Inclusion of different change agents in the interviews --- p.268 / Chapter 4. --- Clients' responsibility --- p.269 / Chapter c. --- Letter exchange --- p.269 / Chapter d. --- Revisiting the qualities of a school social worker during the casework practice --- p.270 / Chapter e. --- Revisiting the worker-client relationship --- p.270 / Chapter f. --- Working with school system --- p.271 / Chapter g. --- Working with other professionals --- p.273 / Chapter h. --- "The discussion of the advantages of the ""narrative informed practice" --- p.273 / Chapter 12.2.2 --- Implications for evaluation --- p.275 / Chapter 12.2.3 --- Methodological implications --- p.275 / Chapter 12.2.4 --- Research implications --- p.278 / Chapter 12.2.5 --- Implications for school casework service --- p.278 / Chapter 12.2.6 --- Recommendations for further research direction and strategy --- p.279 / Chapter 12.3 --- Conclusion --- p.281 / Chapter Chapter Thirteen --- Summary and recommendations --- p.282 / Chapter 13.1 --- "Implications for the practice theory of ""narrative informed practice""" --- p.282 / Chapter 13.2 --- Implications for evaluation --- p.284 / Chapter 13.3 --- Methodological implications --- p.285 / Chapter 13.4 --- Research implications --- p.285 / Chapter 13.5 --- Implications for the school casework service --- p.286 / Chapter 13.6 --- Limitations of this study --- p.286 / Chapter 13.7 --- Future research direction --- p.287 / Chapter Chapter Fourteen --- Epilogue --- p.288 / Chapter 14.1 --- The theoretical struggle --- p.288 / Chapter 14.2 --- The practice struggle --- p.389 / Chapter 14.3 --- The professional journey to a new territory --- p.290 / Reference --- p.291 / Appendices --- p.313

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

在香港的中學教育，考試主導文化乃主流，相比學科學習，非學科學習一直處於次等位置，尤以高中為甚。自二零零九年開始，其他學習經歷實施成為新高中課程中一個正規的必修部分，它包羅了五個不同非學科學習範疇，所有高中學生必需參加每一範疇的活動。鼓吹全人發展的擁護者對其他學習經歷產生莫大希冀，期望學生能從中發展均衡人生，並培養出難以從書本中學習、卻需在真實的學習經歷上體會到的正確價值觀和態度。博士生研究員進行了這項質化個案研究，以了解香港學校實施了甚麼其他學習經歷、怎樣、並為何推行。當中審視兩間學校其他學習經歷實施情況，和其中因由的相互影響過程。在批判分析並綜合校長及教師訪問，加上檢視文件後，本研究對有效實施其他學習經歷或類似的教育計畫提出了建議。 / 以 Fullan (2001a) 和Leithwood (1981) 的理論為分析框架，是次研究結果顯示政府由上而下推出的其他學習經歷已改變了香港高中學生的非學科學習。學校實施其他學習經歷得到的主要成果，乃達致了教育局在五個範疇的學習時間要求，同時，當非學科學習以具結構、並規定的其他學習經歷課程出現時，校長、教師和學生便更願意投放時間及其他資源於其中，然而尚需有更多措施以提昇其他學習經歷的質素。在各因素之中，影響其他學習經歷實施最大的因素，是社會文化觀念認為非學科學習只附屬於學科學習，這因素更抵消了學校和教師推動其他學習經歷值得敬佩的努力。在三個要素類別中，本土要素包含最多影響因素，其中教師因素最有利課程。不過實施新高中課程，包括：其他學習經歷卻令教師工作量大幅增加，妨礙其他學習經歷進一步發展。 / 建基於 Fullan (2001a)的清單，並根據本研究結果，研究員提出了十一項影響香港教育改革的因素，作為日後參考。研究對政府促進學校實施其他學習經歷作出不少建議，包括：投放更多資源，並更積極游說大學和向公眾推廣其他學習經歷。同時，學校、公眾和政府亦需要有足夠耐性，讓一個新課程慢慢在學校制度化。 / In Hong Kong, Non-academic Learning (NAL) has long played a peripheral role to academic learning in secondary school education, especially the senior secondary, because of the predominantly examination-oriented culture. First implemented in 2009, Other Learning Experiences (OLE) is now a formal, compulsory component of the New Senior Secondary Curriculum (NSSC), requiring student participation in in five areas of NAL. It has brought hopes to advocates of Whole-person Development (WPD) that students could develop a balanced life and values and attitudes that could not be learnt in textbooks but through authentic learning experiences. To understand what, how and why the OLE has been implemented, the doctoral researcher has carried out a qualitative case study examining the implementation of OLE and the interplay of factors underlying the process at two schools. Based on a critical analysis of the interviews with the parties involved in OLE implementation, including the principals and teachers, alongside scrutiny of related documents, this study presents recommendations on how OLE and similar educational initiatives can be more effectively implemented. / Analyzed using a framework developed from Fullan (2001) and Leithwood (1981), results in this study indicate that the top-down OLE stipulated by the government has effectively initiated changes in NAL of senior secondary students in Hong Kong. OLE has achieved partial success mainly in terms of meeting time requirements for the five areas set by the Education Bureau (EDB). There has also been a rise in the status of NAL now required and structured as OLE, which heightened the willingness of the principals, teachers and students to inject time and other resources to OLE. However, measures in bolstering quality of OLE have yet to be intensified. Amid the many factors, cultural and societal perceptions of NAL as subsidiary to academic learning are the major factor that counteracts the praiseworthy effort made by schools and teachers. Local factors were the most influential among the three categories of factors, with factors of the teachers presenting the most favorable effects to the curriculum. Nevertheless, the large teachers’ workload incurred by NSSC implementation hindered further development of OLE. / From the findings of this study and Fullan’s (2001a) list, the researcher has proposed a list of 11 factors to be considered in Hong Kong-based education reform initiatives. There are many recommendations concerning how the government may facilitate OLE implementation in schools, for example, by allocating more resources to relieve teachers’ workload and by being more proactive in lobbying universities as well as promoting OLE to the public. Considerable patience is also suggested for the schools, the public and the government to allow gradual institutionalization of a new curriculum in schools. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Leung, Kwok Wai Masa. / Thesis (Ed.D) Chinese University of Hong Kong, 2014. / Includes bibliographical references (leaves 293-313). / Abstracts also in Chinese.

published_or_final_version / Education / Master / Master of Education

一直以來，職業教育的使命，是為幫助青少年提升未來就業及社會所需的能力，同時讓他們由學校教育過度至就業階段作好準備。隨着全球經濟環境在迅速轉變，知識成為衡量勞工價值的工具。香港的高中職業教育提供的適切性受到質疑，認為職業教育應結合知識的學習與能力的培養。直至2003年，應用學習課程引入高中教育階段，課程兼備職業知識與能力的培養，為學生提供更多元化的學習機會，並為他們在學術及職業方面都提供了進階途徑。職業課教師透過其教師實踐與師生互動的過程，直接影響着學生的升學及就業抉擇。本研究試圖去理解如何培養學生的可就業能力時，不能不從教師的角度去理解他們對培養可就業能力的看法，與適用於職業教育的教學法。 / 本研究發現，縱使高中的職業教育得以發展，修讀的人數一直較預期的少，且多是由一些學業成績差及學習動機弱的學生選讀。就應用學習而言，第三組別學校基於成本效益的考慮，也不會向學生積極推廣應用學習課程。加上外判式教育提供的方式，使導師的教學質素良莠不齊，標誌着中學職業教育的發展正處於邊緣化的狀態。 / 對於能力的理解與培養的看法，「美容學基礎」及「旅遊與款待」的教師皆認為，溝通能力是相關行業內最重要的能力元素。畢竟旅遊與款待業及美容業均存在獨特的專業性，各科教師對其相關行業的可就業能力的理解也有異。要成為美容師就需具備自我推進的能力，而從事旅遊與款待業，就需具備學習能力以適應不斷轉變的工作環境。這些分析發現不但為建立香港的可就業能力架構提供了參考基礎，還顯示了基本知識與能力的學習對發展出自我推進及學習能力扮演着關鍵的角色。然而，教師對於能力為本及問題為本教學取向中，重視解難能力及自主學習能力的培養，關注比較不足。 / Historically, vocational education has borne the mission to improve the skills of young people for work and life and to remain relevant to the shifting needs of young people in school-to-work transitions. In alignment with the recent global economic changes, knowledge is now seen as a defining characteristic of valuable workers. The appropriateness of the vocational education in senior secondary schooling is questioned in the light of the changing work environment and the need in the future for knowledgeable and competent workers. In Hong Kong, curricula in vocational courses are also expected to incorporate an emphasis both on knowledge and on the development of competences in relation to that knowledge. In order to comply, Applied Learning with curricula providing a knowledge base and offering breadth for the development of various generic skills was then launched in 2003 to provide young people with diversified learning opportunities for further studies and work. Through teaching and social interaction with students, vocational teachers exercise the form of agency to influence students on the plans and decisions of school-to-work pathways. As this thesis intends to explore how employability skills are nurtured in the course of teaching, the study is focused on teachers’ perceptions about nurturing students’ employability skills and the appropriate teaching pedagogy to adopt for vocational education. / Although the development of vocational education in senior secondary schooling was noticeable, it was not popular and tended to attract fewer students than expected. The low academic achievers and students of less motivation comprised the majority of students. Even the low banding schools did not promote Applied Learning due to concerns about cost effectiveness. The practice of outsourcing the teaching responsibilities to external agencies caused the inconsistency of teaching standards across the course delivered. All these signified the marginalized status of vocational education in secondary schooling. / Regarding teachers’ perceptions about nurturing students’ employability skills, both instructors of “Fundamental Cosmetology and school teachers of “Tourism and Hospitality identified communication skills as the most important competence for the novice in the beauty industry, tourism and hospitality industries. There still was a demand for distinct competences for different workplaces. Cosmetologists were required to obtain a sense of responsibility with a shown desire to improve. Those who intended to work in tourism and hospitality were expected to learn how to help themselves better adapt to the changing needs of the workplace. These findings not only were construed as a basis to develop the employability skills framework in Hong Kong, but also revealed that learning basic knowledge and skills in schools played a key role in helping students to develop the above competences. Nevertheless, vocational teachers should raise their awareness of nurturing students’ problem-solving skill and self-regulated learning that is the pedagogical objective of the competency-based and problem-based instructional approaches to achieve. / For understanding the teaching pedagogy of vocational education, instructors of “Fundamental Cosmetology basically adopted the primitive apprenticeship approach to teaching and focused mainly on the practical skills of the related profession. They were experienced practitioners in the beauty industry and could frame the classroom activities and skills practices by its work culture; whereas school teachers of “Tourism and Hospitality emphasised preparing students for achieving high grades in the public examination. They even tried to foster learning through organizing various creative, authentic activities such as a virtual enterprise programme, tour guide training and a practice programme. Students were inspired to learn knowledge, knowledge application and pay more attention to obtain competences. These findings showed that school teachers could construct the authentic school learning environment in the sense sharing a similar work culture in workplace. However, school teachers were overloaded with administration work, and diverted by those trivial and unnecessary non-teaching tasks. They needed to spare time for a more productive and effective teaching approach and for nurturing students’ complex reasoning skills. / Our research indicated that teachers faced great problems in motivating the low-motivated students due to the marginalized status of vocational courses. Teachers organized the authentic activities that were used concrete problems as a context for students to learn. However, the essence of problem-based pedagogical approach emphasizes the ideals of deep, sustained and self-directed learning through exposure to authentic problems. This creates a more stimulating learning environment and cultivates in students problem solving skill and other high order thinking skills. The findings of this study show that vocational teachers need to underscore the positive results of incorporating problem-based learning into curriculum development. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 在教與學的理解上，美容導師採用傳統的學徒學習模式，以職業實用技能為主要的教學內容。由於導師具有豐富的美容工作經驗，她們能營造具有工作文化的真切活動。相反地，旅遊教師則是考試主導教學，主要協助學生爭取良好公開試成績。他們甚至安排一些具創意的真切活動如成立虛擬旅行社、領隊訓練與實習計劃，以引導學生學習知識、知識的應用與關注能力的培養。本研究發現學校的學習是可以透過安排真切活動而提供職場學習的工作文化體驗。不過，學校教師的行政與非教學工作繁重，確實需要釋放教學空間以發展新的教與學環境，讓學生達致有效的學習，同時培養不同的高階思維。 / 從受訪教師描述的教學狀況分析，發現教師基於職業課程收取學習動機較弱的學生，為了提升他們的學習興趣，費盡心思安排的真切活動，重視提供情境導向，但在形式以外，如何深化問題為本課程強調的學生的自主學習，自行界定討論問題，重視學習過程中培養學生解難能力等方面。本研究建議可進一步深化以上方面的思考。 / 陳家兒. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2012. / Includes bibliographical references (leaves 301-316). / 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. / Chen Jia'er. / 摘要 --- p.I / Abstract --- p.II / 目錄 --- p.IV / 圖表目錄 --- p.VIII / Chapter 第一章 --- 導論 --- p.1 / Chapter 第一節 --- 研究背景 / Chapter 一、 --- 工作改變與可就業能力的培養 --- p.1 / Chapter 二、 --- 應用學習 --- p.25 / Chapter 第二節 --- 研究目的 --- p.27 / Chapter 第三節 --- 研究問題 --- p.28 / Chapter 第二章 --- 文獻綜述 / Chapter 第一節 --- 技能發展 / Chapter 一、 --- 技能概念的爭議 --- p.30 / Chapter 二、 --- 技能發展的趨勢 --- p.32 / Chapter 第二節 --- 職業教育的發展概況 / Chapter 一、 --- 國際上中學職業教育的發展概況 --- p.43 / Chapter 二、 --- 香港的中學職業教育發展概況 --- p.47 / Chapter 第三節 --- 中學職業教育的教與學 --- p.50 / Chapter 一、 --- 教與學的背景理論 --- p.51 / Chapter 二、 --- 教學法與教學內容的關係 --- p.63 / Chapter 三、 --- 職業教育的教與學 --- p.68 / Chapter 四、 --- 職業教育課程的最新發展 --- p.92 / Chapter 五、 --- 普通教育與職業教育的融合 --- p.93 / Chapter 第四節 --- 資歷架構的發展 / Chapter 一、 --- 資歷架構發展的背景 --- p.96 / Chapter 二、 --- 香港的資歷架構發展概況 --- p.100 / Chapter 三、 --- 總結 --- p.104 / Chapter 第三章 --- 研究設計 / Chapter 第一節 --- 研究的概念架構 --- p.105 / Chapter 第二節 --- 具體研究問題的闡述 --- p.106 / Chapter 第三節 --- 研究法 / Chapter 一、 --- 質化研究的取向 --- p.107 / Chapter 二、 --- 研究法的確定 --- p.108 / Chapter 第四節 --- 研究對象及選取 / Chapter 一、 --- 職業課程的選取 --- p.109 / Chapter 二、 --- 訪談對象的選取 --- p.112 / Chapter 第五節 --- 資料收集的方法 --- p.114 / Chapter 第六節 --- 資料的整理與分析 --- p.115 / Chapter 一、 --- 閱讀原始資料 --- p.116 / Chapter 二、 --- 在資料中尋找意義 --- p.116 / Chapter 三、 --- 編碼 --- p.116 / Chapter 四、 --- 歸類 --- p.116 / Chapter 第七節 --- 研究意義 --- p.117 / Chapter 第八節 --- 研究限制 --- p.118 / Chapter 第四章 --- 「職業教育發展」、「美容學基礎」與「旅遊與款待」的概述 / Chapter 第一節 --- 香港中學職業教育的發展概況 --- p.120 / Chapter 第二節 --- 應用學習課程 --- p.128 / Chapter 一、 --- 發展概況 --- p.128 / Chapter 二、 --- 應用習的發展分析 --- p.130 / Chapter 第三節 --- 「美容學基礎」的概述 --- p.133 / Chapter 一、 --- 學習目標 --- p.134 / Chapter 二、 --- 課程大綱 --- p.136 / Chapter 三、 --- 教與學 --- p.139 / Chapter 四、 --- 施行模式 --- p.140 / Chapter 五、 --- 評估 --- p.141 / Chapter 六、 --- 學歷認證 --- p.142 / Chapter 第四節 --- 「旅遊與款待」的概述 --- p.143 / Chapter 一、 --- 宗旨與目標 --- p.143 / Chapter 二、 --- 課程大綱 --- p.144 / Chapter 三、 --- 教與學 --- p.145 / Chapter 四、 --- 評估 --- p.146 / Chapter 五、 --- 升學及就業的銜接 --- p.147 / Chapter 第五章 --- 教師對能力的理解及能力教授的意識 / Chapter 第一節 --- 教師對科目相關行業的能力的理解 --- p.149 / Chapter 一、 --- 對教授「旅遊與款待」的教師而言--能力是緊繫於科本與基本知識 --- p.149 / Chapter 二、 --- 對教授「美容學基礎」的教師而言--尤其重視工作關能力與態度 --- p.153 / Chapter 三、 --- 教師對科目相關行業的能力的看法--旅遊業與款待業vs美容業 --- p.155 / Chapter 第二節 --- 能力與知識的微妙關係 / Chapter 一、 --- 對教授「旅遊與款待」的教師而言--培養能力是學習科本知識的副產品 --- p.156 / Chapter 二、 --- 對教授「美容學基礎」的教師而言--能力與成績沒有必然關係 --- p.158 / Chapter 三、 --- 對能力的理解主哉能力的培養--「旅遊與款待」vs「美容學基礎」 --- p.160 / Chapter 第三節 --- 教師對教授能力的看法與實踐 / Chapter 一、 --- 「旅遊與款待」教師沒有刻意去培養能力 --- p.161 / Chapter 二、 --- 「美容學基礎」導師有計劃地從活動中培養能力 --- p.164 / Chapter 三、 --- 能力的教授--沒有刻意的培養vs有計劃的培養 --- p.167 / 本章結語 --- p.168 / Chapter 第六章 --- 主導教師教學的主要元素 / Chapter 第一節 --- 一切從教師對課程的理解開始 / Chapter 一、 --- 對教授「旅遊與款待」的教師而言--課程屬入門理論並需配合考試的評核要求 --- p.174 / Chapter 二、 --- 對教授「美容學基礎」的教師而言--課程需配合文憑試及銜接資歷架構 --- p.178 / Chapter 三、 --- 教師對課程的理解--「旅遊與款待」vs「美容學基礎」 --- p.181 / Chapter 第二節 --- 個人的知識及經驗影響對教學的理解 / Chapter 一、 --- 對教授「旅遊與款待」的教師而言--沒有相關學歷與工作經驗，勝在有興趣與教學熱誠 --- p.182 / Chapter 二、 --- 對教授「美容學基礎」的教師而言--有相關學歷及工作經驗，享有高度的課程與度 --- p.185 / Chapter 三、 --- 個人的知識及經驗影響對教學的理解--「旅遊與款待」vs「美容學基礎」 --- p.187 / Chapter 第三節 --- 學生的學習期望對教師教學的影響 / Chapter 一、 --- 「旅遊與款待」的學生--少談心，多談不用讀與成績 --- p.188 / Chapter 二、 --- 「美容學基礎」的學生--想學一技之長有助就業，滿足個人需要 --- p.197 / Chapter 三、 --- 學生的學習期望與對教師教學的影響--「旅遊與款待」vs「美容學基礎」 --- p.204 / Chapter 第四節 --- 學校政策的兩面刃 / Chapter 一、 --- 「旅遊與款待」--選修、必修、退修 --- p.205 / Chapter 二、 --- 「美容學基礎」--沒有一刻不被邊緣化 --- p.208 / Chapter 第五節 --- 主導教師教學的元素 / Chapter 一、 --- 「旅遊與款待」--一切以考試主導 --- p.211 / Chapter 二、 --- 「美容學基礎」--大多以職業技能為主導 --- p.212 / 本章結語 --- p.214 / Chapter 第七章 --- 職業相關課程的教與學 / Chapter 第一節 --- 教學內容重心 / Chapter 一、 --- 「旅遊與款待」教師：考試主導、成績為先--教授學科理論知識與應試技巧是最重要 --- p.223 / Chapter 二、 --- 「美容學基礎」教師：大多以職業技能為主導--職業技能訓練是教學的重心 --- p.227 / Chapter 三、 --- 教學內容重心：總離不開基礎知識與能力的元素 --- p.233 / Chapter 第二節 --- 教學取向 / Chapter 一、 --- 「旅遊與款待」教師：考試主導、成績為先--所教知識是切身的、重複鍛鍊語文表達力 --- p.234 / Chapter 二、 --- 「美容學基礎」教師：職業技能為主導--保留傳統師徒式的職業技能傳授 --- p.250 / Chapter 三、 --- 「旅遊與款待」與「美容學基礎」--情境學習與營造工作文化的啟示 --- p.263 / 本章結語 --- p.265 / Chapter 第八章 --- 結論 / Chapter 第一節 --- 本研究的主題 / Chapter 一、 --- 中學職業教育的發展困局 --- p.272 / Chapter 二、 --- 中學職業教育的教學問題 --- p.275 / Chapter 三、 --- 可就業能力培養的問題 --- p.279 / Chapter 第二節 --- 本研究的理論貢獻 / Chapter 一、 --- 回應可就業能力的討論 --- p.283 / Chapter 二、 --- 中學職業教育的教學法 --- p.285 / Chapter 第三節 --- 本研究的實踐意義 / Chapter 一、 --- 香港中學推行職業教育的政策建議 --- p.294 / Chapter 二、 --- 中學職業教育的教學實踐建議 --- p.297 / Chapter 第四節 --- 研究限制 --- p.299 / Chapter 第五節 --- 未來研究方向 --- p.300 / 參考書目 --- p.301 / Chapter 附錄一： --- 訪談提綱 --- p.317 / Chapter 附錄二： --- 1863年至2010年12月香港職業教育/中學職業教師發展大事紀錄 --- p.318