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Value education in social studies for primary schools in Hong Kong: a study of the different approaches used byteachers of social studiesPo, Sum-cho., 布森祖. January 1989 (has links)
published_or_final_version / Education / Master / Master of Education
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Pastoral care as a process indicator of quality schoolsLam, Yue-ban., 林遇品. January 1999 (has links)
published_or_final_version / Education / Master / Master of Education
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A study of the religious and moral attitudes of Hong Kong Form 5 students in Catholic schools.January 1983 (has links)
by Sr. Margaret Fung Sui-fun. / Bibliography: leaves 64-75 / Thesis (M.A.Ed.) -- Chinese University of Hong Kong, 1983
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宗敎德育視聽敎材的擴散過程: 個案硏究. / Zong jiao de yu shi ting jiao cai de kuo san guo cheng: Ge an yan jiu.January 1987 (has links)
李小玲撰. / 據稿本複印. / Thesis (M.A.)--香港中文大學. / Ju gao ben fu yin. / Li Xiaoling zhuan. / Thesis (M.A.)--Xianggang Zhong wen da xue. / 表一至卅六的目錄 --- p.V / 圖一至三的目錄 --- p.X / 附錄一至四的目錄 --- p.XI / 鳴謝 --- p.XII / Chapter 第一章 --- 引言 / Chapter 一、一 --- 青少年心態 --- p.1 / Chapter 一、二 --- 教育署的行動 --- p.4 / Chapter 一、三 --- 各界對「學校德育指引」的回應 --- p.5 / Chapter 一、四 --- 傳播中心的錄影帶製作 --- p.7 / Chapter 第二章 --- 擴散的理論與研究 / Chapter 二、一 --- 擴散的定義 --- p.9 / Chapter 二、二 --- 擴散研究面對的批評 --- p.11 / Chapter 二、三 --- 擴散理論的再思 --- p.20 / Chapter 二、四 --- 從過往研究看新事物的界定 --- p.24 / Chapter 二、五 --- 從過往研究看新事物的分類 --- p.28 / Chapter 二、六 --- 新事物的(認知)屬性 --- p.32 / Chapter 第三章 --- 研究目的及方法 / Chapter 三、一 --- 宗教德育錄影帶節目這新事物 --- p.35 / Chapter 三、二 --- 進行這項研究的原因 --- p.39 / Chapter 三、三 --- 研究方法 --- p.44 / Chapter 三、三、一 --- 實地觀察 --- p.45 / Chapter 三、三、二 --- 調查 --- p.55 / Chapter 第四章 --- 研究假設及結果 / Chapter 四、一 --- 一般性資料 --- p.60 / Chapter 四、二 --- 租用者決定租用錄影帶節目所經過的階段 --- p.62 / Chapter 四、三 --- 租用者租用錄影帶節目的原因 --- p.69 / Chapter 四、四 --- 不租用者不租用錄影帶節目的原因 --- p.73 / Chapter 四、五 --- 影響教師會否租用錄影帶節目的因素 --- p.76 / Chapter 四、六 --- 本研究所受到的限制 --- p.96 / Chapter 第五章 --- 結論 --- p.102 / 註釋 --- p.109 / 表一至卅六 --- p.132 / 圖一至三 --- p.150 / 附錄一至四 --- p.153 / 參考書目 --- p.179
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中國高等院校思想政治敎育的變化: 九十年代的挑戰與回應. / Change in ideo-political education in China's higher institutions, challenges and response during the 1990s / Change in ideo-political education in China's higher institutions challenges and response during the 1990s (Chinese text) / CUHK electronic theses & dissertations collection / Digital dissertation consortium / Zhongguo gao deng yuan xiao si xiang zheng zhi jiao yu de bian hua: jiu shi nian dai de tiao zhan yu hui ying.January 2002 (has links)
歐陽敬孝. / 論文(哲學博士)--香港中文大學, 2002. / 參考文獻 (p. 248-270). / 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. / Ouyang Jingxiao. / Zhong Ying wen zhai yao. / Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2002. / Can kao wen xian (p. 248-270).
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香港及台灣道德敎育中的儒家倫理要素 =: The Confucian ethical elements in moral education : a comparative study of Hong Kong and Taiwan. / Confucian ethical elements in moral education: a comparative study of Hong Kong and Taiwan / Xianggang ji Taiwan dao de jiao yu zhong de ru jia lun li yao su =: The Confucian ethical elements in moral education : a comparative study of Hong Kong and Taiwan.January 1996 (has links)
曾麗珠. / 論文(哲學碩士) -- 香港中文大學硏究院敎育學部, 1996. / 參考文献 : leaves 108-115. / Zeng Lizhu [Zang Lai Zhu]. / 撮要 --- p.1 / Chapter 第一章 --- 研究問題 --- p.2 / Chapter 第二章 --- 文獻評述 / Chapter 第一節 --- 儒家倫理?東亞現代化 / Chapter (一) --- 韋伯的理論及現代的挑戰 --- p.6 / Chapter (二) --- 從儒定倫理的理論層面作評述 --- p.13 / Chapter (三) --- 具備中國文化特色的東亞商人文化 --- p.18 / Chapter (四) --- 小結 --- p.25 / Chapter 第二節 --- 課程社會學與德育課程 / Chapter (?) --- 課程界說 --- p.27 / Chapter (二) --- 意識型態?課程 --- p.28 / Chapter (三) --- 儒家的意識型態與德育課程 --- p.31 / Chapter 第三章 --- 研究設計 / Chapter 第一節 --- 研究目的 --- p.35 / Chapter 第二節 --- 研究對象 --- p.36 / Chapter 第三節 --- 兩地?科書的編纂 / Chapter (一) --- 台灣教科書的編纂過程 --- p.40 / Chapter (二) --- 香港?科書的編纂 --- p.41 / Chapter 第四節 --- 研究工具 / Chapter (一) --- 分析架構 --- p.42 / Chapter (二) --- 量表?各項的涵義及細目 --- p.47 / Chapter 第五節 --- 研究假設 --- p.51 / Chapter 第六節 --- 研究方法 --- p.53 / Chapter 第七節 --- 研究限制 --- p.54 / Chapter 第八節 --- 先導研究 --- p.55 / Chapter 第四章 --- 研究結果與分析(?) (港台兩地?科書?的儒家概念的分析比較) / Chapter 第一節 --- 研究的焦點及分析方法 --- p.57 / Chapter 第二節 --- 兩地?科書?容分析結果比較 --- p.60 / Chapter 第三節 --- 總結 --- p.63 / Chapter 第五章 --- 研究結果與分析(二) (港台兩地?科書?的儒家概念分佈情況比較) / Chapter 第一節 --- 研究焦點 --- p.64 / Chapter 第二節 --- 兩地?科書中的道德概念在各儒家倫理 範疇分佈情況比較 --- p.65 / Chapter 第三節 --- 兩地?科書的德育概念在各實踐層次 的分佈情況比較 --- p.75 / Chapter 第四節 --- 總結 --- p.97 / Chapter 第六章 --- 總結 / Chapter 第一節 --- 研究結果綜合 --- p.99 / Chapter 第二節 --- 研究結果剖析 --- p.102 / Chapter 第三節 --- 研究意義 --- p.105 / Chapter 第四節 --- 研究限制 --- p.107 / 【附錄】 一.英文參考書目 --- p.108 / Chapter 二. --- 中文參考書目 --- p.112 / Chapter 三. --- 教科書?容分析結果 --- p.116 / Chapter 四. --- 圖目次 --- p.145 / Chapter 五. --- 表目次 --- p.146
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The development of moral reasoning of prevocational student in Hong KongChan, Choi-ying., 陳賽英. January 1996 (has links)
published_or_final_version / Education / Master / Master of Education
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Value orientations in senior secondary English language education in Hong KongChan, Wai-fun., 陳蕙芬. January 1999 (has links)
published_or_final_version / Education / Master / Master of Education
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Implementation of other learning experiences of the new senior secondary curriculum in Hong Kong schools.January 2014 (has links)
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.
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