鍾文堅 = School-based civic education in Hong Kong : case study of three schools / Chung Man Kin. / "論文提交日期一九九九年十一月" / 論文 (哲學碩士)--香港中文大學, 2000. / 參考文獻 (leaves 141-145) / 附中英文摘要. / "Lun wen ti jiao ri qi yi jiu jiu jiu nian shi yi yue" / Zhong Wenjian = School-based civic education in Hong Kong : case study of three schools / Chung Man Kin. / Lun wen (zhe xue shuo shi)--Xianggang Zhong wen da xue, 2000. / Can kao wen xian (leaves 141-145) / Fu Zhong Ying wen zhai yao. / 鳴謝 --- p.i / 目錄 --- p.ii / 圖表目錄 --- p.v / 論文撮要 --- p.v i / Chapter 第一章 --- 緒論 / Chapter 1.1 --- 背景 --- p.1 / Chapter 1.2 --- 研究目的 --- p.5 / Chapter 1.3 --- 研究問題 --- p.6 / Chapter 1.4 --- 硏究的意義 --- p.8 / Chapter 第二章 --- 文獻探討 --- p.9 / Chapter 2.1 --- 課程社會學的理論 --- p.9 / Chapter 2.2 --- 機械因果論的枇判 --- p.13 / Chapter 2.3 --- 敎育的相對自主性 --- p.15 / Chapter 2.4 --- 課程實施的複雜性 --- p.15 / Chapter 2.5 --- 公民敎育的理論 --- p.22 / Chapter 2.6 --- 香港的公民敎育 --- p.28 / Chapter 2.7 --- 理論架構 --- p.38 / Chapter 第三章 --- 研究設計 / Chapter 3.1 --- 研究方法 --- p.43 / Chapter 3.2 --- 研究程序 --- p.47 / Chapter 3.3 --- 研究方法上的問題 --- p.49 / Chapter 3.4 --- 先導研究的啓發 --- p.53 / Chapter 3.5 --- 訪談的安排 --- p.54 / Chapter 3.6 --- 研究的限制 --- p.57 / Chapter 第四章 --- 學校公民敎育實施的三層互動情境 / Chapter 4.1 --- 社會影響的情境 --- p.58 / Chapter 4.2 --- 政策文本影響的情境 --- p.64 / Chapter 4.3 --- 校本公民敎育實施的情境脈絡 --- p.68 / Chapter 第五章 --- 學校公民敎育發展的情境脈絡 --- p.70 / Chapter 5.1 --- 個案研究學校的簡介 --- p.70 / Chapter 5.2 --- 校本公民敎育的現況及發展脈絡 --- p.84 / Chapter 5.3 --- 影響校本公民敎育發展的要素 --- p.120 / Chapter 5.4 --- 總結 --- p.130 / Chapter 第六章 --- 結論及建議 / Chapter 6.1 --- 結論 / Chapter 6.1.1 --- 校本公民敎育及其轉變的特徵 --- p.131 / Chapter 6.1.2 --- 校本公民敎育的共通特徵 --- p.132 / Chapter 6.1.3 --- 校本情境因素與回應模式之關係 --- p.133 / Chapter 6.1.4 --- 三層互動情境的動態關係 --- p.135 / Chapter 6.1.5 --- 決定性的情境因素 --- p.136 / Chapter 6.2 --- 理論的再建構 --- p.137 / Chapter 6.3 --- 建議 / Chapter 6.3.1 --- 實用層面 --- p.138 / Chapter 6.3.2 --- 研究層面 --- p.139 / Chapter 6.4 --- 結語 --- p.139 / 參考文獻 --- p.141 / 附錄一 ：學校訪問問題 --- p.146 / 附錄二 ：訪談紀錄表 --- p.147

Chu Wing Shan Vikki. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2002. / Includes bibliographical references (leaves 132-133). / Text in English; abstracts in English and Chinese. / Chu Wing Shan Vikki. / Abstract --- p.i / Abstract (Chinese version) --- p.ii / Acknowledgements --- p.iii / Table of Contents --- p.iv / List of figures --- p.vi / List of tables --- p.vii / Chapter 1. --- Introduction --- p.1 / Chapter 2. --- The method of evaluation --- p.14 / Chapter 2.1 --- Context-based Teaching materials --- p.14 / Chapter 2.2 --- Details of the evaluation --- p.21 / Chapter 2.3 --- Lesson plans of the sessions taught by the author --- p.32 / Chapter 3. --- Results of the tryouts I --- p.32 / Chapter 3.1 --- Students' opinions --- p.33 / Chapter 3.1.1 --- Data analysis --- p.33 / Chapter 3.1.2 --- Free comments --- p.40 / Chapter 3.2 --- Teachers' opinions --- p.48 / Chapter 3.3 --- Conclusion --- p.59 / Chapter 4. --- Results of the tryouts II --- p.61 / Chapter 4.1 --- Students' opinions --- p.62 / Chapter 4.1.1 --- Data analysis --- p.62 / Chapter 4.1.2 --- Free comments --- p.70 / Chapter 4.2 --- Comparison of response for students involved in both try-outs --- p.77 / Chapter 4.3 --- Teachers' opinions --- p.84 / Chapter 4.4 --- Conclusion --- p.91 / Chapter 5. --- Preparation of teaching materials --- p.93 / Chapter 5.1 --- Procedure of preparing teaching materials --- p.93 / Chapter 5.1.1 --- Example of lesson plan of teaching momentum --- p.97 / Chapter 5.2 --- Discussion --- p.104 / Chapter 6. --- Discussion and Conclusion --- p.106 / Appendix A Teaching materials (CD ROM) --- p.112 / Appendix B Questionnaire (Chinese version) --- p.113 / Appendix C Teaching notes on the topic of optics --- p.120 / Bibliography --- p.134

Thong, Yan Yee. / Thesis (Ed.D.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 217-222). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts also in Chinese.

Chung Ka Man = 情境教學法在香港中學物理的教學與學習 / 鍾嘉敏. / Thesis submitted in: July 2003. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2004. / Includes bibliographical references (leaves 124-125). / Text in English; abstracts in English and Chinese. / Chung Ka Man = Qing jing jiao xue fa zai Xianggang zhong xue wu li de jiao xue yu xue xi / Zhong Jiamin. / Abstract --- p.i / Abstract (Chinese version) --- p.ii / Acknowledgements --- p.iii / Table of Contents --- p.iv / List of figures --- p.vi / List of tables --- p.vii / Chapter 1. --- Introduction --- p.1 / Chapter 1.1 --- Background of the study --- p.1 / Chapter 1.2 --- Purpose of the study --- p.2 / Chapter 1.3 --- Significance of the study --- p.3 / Chapter 2. --- Review of Related Literature --- p.7 / Chapter 2.1 --- Emergence of Contextual Teaching and Learning Approach --- p.7 / Chapter 2.2 --- Characteristics of Contextual Approach --- p.9 / Chapter 2.3 --- Pros and cons of contextual teaching approach --- p.10 / Chapter 2.4 --- Comparison between traditional and contextual teaching --- p.12 / Chapter 2.4.1 --- Contents --- p.12 / Chapter 2.4.2 --- Assessment --- p.13 / Chapter 2.5 --- Physics Curriculum in Foreign Countries --- p.15 / Chapter 2.5.1 --- Physics curriculum in The Netherlands --- p.15 / Chapter 2.5.2 --- Physics curriculum in United Kingdom --- p.16 / Chapter 2.5.3 --- Physics curriculum in other Asian countries --- p.18 / Chapter 3. --- The S4-5 Physics Curriculum in Hong Kong --- p.20 / Chapter 3.1 --- Background on the development of the physics syllabus --- p.20 / Chapter 3.2 --- Reasons for revising the current physics curriculum --- p.21 / Chapter 3.3 --- Development of the revised curriculum --- p.27 / Chapter 3.4 --- Reasons for encouraging the use of contextual learning and teaching approach --- p.28 / Chapter 3.5 --- An interview with an experienced curriculum developer --- p.29 / Chapter 3.6 --- Discussion on the use of contextual teaching approach in Hong Kong Physics Curriculum --- p.35 / Chapter 4. --- Collection of Resources --- p.37 / Chapter 4.1 --- Aims of developing the resource collection --- p.37 / Chapter 4.2 --- Sorting of information --- p.39 / Collection of Resource: Contextual learning and teaching of high-school physics --- p.44 / Chapter 5. --- Example of Teaching Materials --- p.81 / Activity 1. Thermometers and their calibration --- p.84 / Activity 2. French Fries --- p.92 / Activity 3. Mixing hot water with cold water --- p.95 / Activity 4 How does a vacuum flask work? --- p.101 / Activity 5 Change of State --- p.106 / Activity 6 Mixing drink with ice - getting at a target temperature --- p.108 / Activity 7 Cooling by evaporation --- p.112 / Chapter 6. --- Discussion and Conclusion --- p.114 / Appendix A Questionnaire on the Evaluation of the S4-5 Physics --- p.118 / SyllabusBibliography --- p.124

在國際評鑑計劃中，東亞地區學生的數理能力往往較西方國家為佳。現有學術文獻已就這個現象作深入探討，並提出東亞學生的文化特徵和模型。然而，鮮有研究以縱向的歷史角度，討論東亞教育制度下對於「學習者」的文化概念如何因應全球化的影響而演變。本文嘗試以香港的數學教育為研究個案，探討本地數學課程在教學重心及組織上的轉變。研究發現，該學科在教學上的轉變緣於現代個人主義的制度化過程 ── 社會整體愈益視學習者作為充權和自省的行動者。本研究致用縱向文本分析的研究方法，綜析四十二本於戰後出版的香港高小數學教科書的教學內容。研究結果顯示，歷年來課本及課程的教學愈加著重參與式教學、興趣啟發以及與扣連學生生活等概念。另外，政府官員、老師、本地壓力團體及學術專家等亦援用「以學生為本」的話語，推動課程改革。綜合而言，本研究認為世界政體理論相比歷史主義式的理論視野更有力地解釋數學課程內容的轉變。 / East Asian learners usually outperform their Western counterparts in international mathematics assessment programs. Although the cultural traits of East Asian learners are well documented and analyzed, the cultural dynamics of the changing conception of “learner“ in East Asia, especially under the influence of globalization, is under-explored. Taking Hong Kong as a case study, this paper explores the changes within the emphasis of instruction and organization of local mathematics curriculum across time. I contend that the shift of instruction within the school subject is due to the institutionalization of modern individualism, the process in which the conception of “learner as an empowered and self-reflexive actor becomes culturally legitimate in the society. I employ a longitudinal content analysis to track the changes of the instructional emphasis within 42 senior primary mathematics textbooks published in Hong Kong since World War II. It is revealed that despite the unique cultural and historical trajectory of educational development in Hong Kong, the curriculum embraces the ideas of participatory pedagogical approach, interest stimulation, and social relevance to students. Furthermore, it is found that governmental officials, teachers, local pressure groups and academic professionals draw scripts and models from the discourse of student centrism to drive curricular reforms. Results suggest that world polity theory is more applicable than the historicist perspective in accounting for the changes of the curriculum content. / Detailed summary in vernacular field only. / Yip, Chun Ting Patrick. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2012. / Includes bibliographical references (leaves 60-66). / Abstracts also in Chinese. / Abstract --- p.iii / Abstract (Chinese) --- p.iv / Acknowledgement --- p.v / Table of contents --- p.vi / List of tables, figures and charts --- p.viii / Chapter 1 --- Introduction --- p.1 / Chapter 2 --- Literature review --- p.7 / Chapter 2.1 --- Endogenous explanation I: cultural essentialism --- p.7 / Chapter 2.2 --- Endogenous explanation II: historicist perspective --- p.8 / Chapter 2.3 --- Exogenous explanation: world polity theory --- p.9 / Chapter 3 --- Framework and hypotheses --- p.12 / Chapter 4 --- Method --- p.14 / Chapter 4.1 --- Longitudinal content analysis of textbook --- p.14 / Chapter 4.2 --- Textbook data --- p.15 / Chapter 4.3 --- Measures for trend analysis --- p.16 / Chapter 4.4 --- Textual analysis --- p.18 / Chapter 4.5 --- Secondary analysis of the process of curriculum development --- p.18 / Chapter 5 --- Result --- p.21 / Chapter 5.1 --- Trend analysis --- p.21 / Chapter 5.2 --- Textual analysis --- p.28 / Chapter 5.3 --- Explaining the rise of student centrism in Hong Kong --- p.38 / Chapter 6 --- Conclusion --- p.52 / Chapter Appendix A. --- Textbooks sampled --- p.56 / Bibliography --- p.60

O curso de língua portuguesa, na China, têm passado por uma expansão nos últimos dez anos com o crescimento rápido da economia, no entanto encontram-se problemas evidentes tanto com relação à adequação dos livros didáticos (LDs). Esta dissertação tem por objetivo pesquisar, com base em entrevistas e questionários, as aspirações dos alunos e dos docentes chineses no que se refere ao tipo de LD e também conhecer as dificuldades para sua produção. Assumindo a perspectiva sociocultural (Vygotsky, 1978; Leontiev, 1981; Luria, 1982), a cognição humana é formada por meio do engajamento do indivíduo em atividades sociais. Para análise dessas relações, torna-se instrumento eficiente de verificação os materiais mediadores. Os LDs, nesta dissertação, assumem esse papel. Esperamos identificar se os LDs de português na China revelam um processo interativo, mediado pela cultura, pelo contexto, pela línguagem e pela interação social (Johnson, 2009). Quando tratamos de LD, não podemos desprezar o papel social dos docentes de língua portuguesa no contexto chinês, tampouco as necessidades manifestadas pelos alunos. Metodologicamente, decidimos realizar uma pesquisa qualitativa e os instrumentos que permitiram escutar os professores que ensinam há mais de dois anos e os alunos de nível mais avançado na aprendizagem do português foram questionários e entrevistas. Esses materiais foram analisados quanto ao conteúdo discursivo e os resultados demonstram a existência de lacunas que devem ser consideradas para melhorar os LDs. Ao final, apresentamos uma proposta de sequência didática que atende às necessidades dos agentes do processo de ensino-aprendizagem. / The course of Portuguese language in China have experienced an expansion in the past decade with the rapid growth of the economy, however there are obvious problems both with respect to the adequacy of textbooks. This thesis aims to research, based on interviews and questionnaire, the aspirations of students and Chinese teachers in relation to the type of textbooks of Portuguese and also know the difficulties in their production. Assuming the sociocultural perspective (Vygotsky, 1978; Leontiev, 1981; Luria, 1982), human cognition is formed through the individual engagement in social activities. For analysis of these relationships, it becomes efficient instrument to identify mediators materials. The textbooks in this thesis assume that role. We hope to identify whether the Portuguese textbooks in China reveal an interactive process, mediated by culture, context, by language and social interaction (Johnson, 2009). When dealing with textbooks, we can not overlook the social role of Portuguese-speaking teachers in the Chinese context, neither the needs expressed by the students. Methodologically, we decided to conduct a qualitative research in which the teachers who have teaching experience for more than two years and the students of advanced level in learning Portuguese accepted our questionnaires and interviews. These materials were analyzed for discursive content and the results demonstrated the shortage that should be considered to complete of the textbooks. Finally, we propose a didactic book that meets the needs of the agents of the teaching-learning process.

Mok, Joyce Mee Luen. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2007. / Includes bibliographical references (leaves 129-133). / Abstracts in English and Chinese. / Abstract (English) --- p.i / Abstract (Chinese) --- p.ii / Acknowledgements --- p.iii / Table of Contents --- p.iv / List of Tables --- p.x / Chapter Chapter 1 --- Introduction / Chapter 1.1 --- Background to this study --- p.1 / Chapter 1.2 --- Purpose of this study --- p.6 / Chapter 1.3 --- Organisation of this thesis --- p.7 / Chapter Chapter 2 --- Literature Review / Chapter 2.1 --- Introduction --- p.10 / Chapter 2.2 --- Cognitive Approaches to Task Performance / Chapter 2.2.1 --- The Information-Processing Theory --- p.11 / Chapter 2.2.2 --- Levelt's Model of Speech Production --- p.14 / Chapter 2.2.3 --- Cognitive Models of Task-Based Performance --- p.16 / Chapter 2.3 --- The Two Types of Task Planning - Pre-Task Planning and On-line Planning --- p.21 / Chapter 2.4 --- Manipulating Task Characteristics under Different Planning Conditions --- p.24 / Chapter 2.5 --- The Two Types of Narrative Prompts -- Picture Sequences and Video Snippets --- p.31 / Chapter 2.6 --- Learners' Perception of Task Performance --- p.35 / Chapter 2.7 --- Research Questions of This Study --- p.38 / Chapter Chapter 3 --- Method / Chapter 3.1 --- Introduction --- p.40 / Chapter 3.2 --- Participants --- p.40 / Chapter 3.3 --- Task Type --- p.43 / Chapter 3.4 --- Pilot Studies / Chapter 3.4.1 --- Pilot Study on Picture Prompts --- p.44 / Chapter 3.4.2 --- Pilot Study on Video Prompts --- p.46 / Chapter 3.5 --- Task Design --- p.47 / Chapter 3.6 --- Data Collection Procedures --- p.52 / Chapter 3.7 --- Pre-task / Post-task Questionnaires --- p.53 / Chapter 3.8 --- Quantitative Measures / Chapter 3.8.1 --- Fluency Measures --- p.55 / Chapter 3.8.2 --- Complexity Measures --- p.56 / Chapter 3.8.3 --- Accuracy Measures --- p.57 / Chapter 3.8.4 --- Data Analysis --- p.57 / Chapter 3.9 --- Qualitative Measures --- p.58 / Chapter Chapter 4 --- Results / Chapter 4.1 --- Introduction --- p.59 / Chapter 4.2 --- Descriptive Statistics / Chapter 4.2.1 --- Overall Means and Standard Deviations --- p.60 / Chapter 4.2.2 --- Means and Standard Deviations under Four Conditions --- p.63 / Chapter 4.3 --- Correlational Statistics / Chapter 4.3.1 --- Intercorrelations of Dependent Variables --- p.66 / Chapter 4.3.2 --- "Two-way ANOVAs for Fluency, Complexity and Accuracy" --- p.69 / Chapter 4.4 --- Summary of Data Elicited in Language Production --- p.72 / Chapter 4.5 --- Learners' Perception of Task Performance / Chapter 4.5.1 --- Learners' Perception of Task Difficulty and Task Enjoyment --- p.73 / Chapter 4.5.1.1 --- Descriptive Statistics: Learners' Perception of Task Difficulty and Task Enjoyment --- p.74 / Chapter 4.5.1.2 --- Correlational Statistics: Learners' Perception of Task Enjoyment --- p.75 / Chapter 4.5.2 --- Learners' Planning Strategies and Difficulties Encountered While Speaking --- p.77 / Chapter 4.5.3 --- The Benefits of Different Prompt Types --- p.84 / Chapter 4.6 --- Summary of Learners' Perception of Tasks --- p.86 / Chapter Chapter 5 --- Discussion / Chapter 5.1 --- Introduction --- p.88 / Chapter 5.2 --- Research Question One / Chapter 5.2.1 --- Summary of Results on Fluency --- p.88 / Chapter 5.2.2 --- Explanations for Results on Fluency --- p.91 / Chapter 5.3 --- Research Question Two / Chapter 5.3.1 --- Summary of Results on Complexity --- p.94 / Chapter 5.3.2 --- Explanations for Results on Complexity --- p.95 / Chapter 5.4 --- Research Question Three / Chapter 5.4.1 --- Summary of Results on Accuracy --- p.100 / Chapter 5.4.2 --- Explanations for Results on Accuracy --- p.104 / Chapter 5.5 --- Summary on the Language Production of Learners --- p.107 / Chapter 5.6 --- Research Question Four / Chapter 5.6.1 --- Summary of Results on Learners' Perception of Task Performance --- p.108 / Chapter 5.6.1.1 --- Learners' Perception of the Usefulness and Adequacy of Planning Time --- p.109 / Chapter 5.6.1.2 --- Learners' Perception of How to Spend Their Planning Time --- p.109 / Chapter 5.6.1.3 --- Learners' Perception of What Would Help Improve Their Task Performance --- p.109 / Chapter 5.6.1.4 --- Learners' Perception of the Benefits of Different Prompt Types --- p.111 / Chapter 5.7 --- Summary of Questionnaire Data --- p.113 / Chapter Chapter 6 --- Conclusion / Chapter 6.1 --- Introduction --- p.114 / Chapter 6.2 --- Integrating the Present Study with Previous Studies --- p.115 / Chapter 6.2.1 --- Previous Findings on Fluency --- p.116 / Chapter 6.2.2 --- Present Findings on Fluency --- p.117 / Chapter 6.2.3 --- Previous Findings on Complexity --- p.118 / Chapter 6.2.4 --- Present Findings on Complexity --- p.118 / Chapter 6.2.5 --- Previous Findings on Accuracy --- p.119 / Chapter 6.2.6 --- Present Findings on Accuracy --- p.119 / Chapter 6.3 --- The Trade-Off Effect / Chapter 6.3.1 --- Previous Findings on the Trade-Off Effect --- p.121 / Chapter 6.3.2 --- Present Findings on the Trade-Off Effect --- p.122 / Chapter 6.4 --- Limitations of the Present Study / Chapter 6.4.1 --- The Use of Different Prompt Types --- p.123 / Chapter 6.4.2 --- Interpretation of Learners' Perception of Tasks --- p.124 / Chapter 6.4.3 --- Pedagogical Studies vs. Language Testing Studies --- p.125 / Chapter 6.5 --- Implications for Language Pedagogy --- p.127 / References --- p.129 / Appendices / Appendix A Picture Sequence Extracted from Huizenga (2000) --- p.134 / Appendix B Instructions to the Participants (English Version) --- p.135 / Appendix C Language Background Questionnaire --- p.136 / Appendix D Task Difficulty Questionnaire --- p.139 / Appendix E Consent Form --- p.142

The dissertation consists of eight studies in combination with a longer work, which links the eight studies together. The aim is two-fold: to develop a scientific approach within philosophical hermeneutics for the study of the culture-specific dimension of teaching in China, and to analyse the culture-specific dimension of teaching in China on the terms of this approach. An explicit ontological foundation makes up the base of the hermeneutic approach, and epistemology, methodology and so on are adapted in accordance with this. Implications of this hermeneutical approach for educational research is further outlined, and the hermeneutical approach is more clearly positioned in relation to so-called qualitative research. With this hermeneutical approach, cross-cultural educational research can be conducted without either universalism or exoticism, since it offers a possibility to understand phenomena in other cultures without claiming to share them. Based on this hermeneutical approach, an interpretational framework named traditional thinking is constructed as a theoretical synthesis of Chinese philosophy, that is Confucianism, Taoism, Chinese Buddhism, Moism and Legalism. With traditional thinking, the analysis of the culture-specific dimension of teaching in China generates an understanding consisting of a number of themes. The themes are: concrete activity, sociality, collectivism, relationalism, balance, order, patriotism, aesthetics, perfection, good examples, the nobility of teaching, family, hierarchy, equal competition, responsibility, talent, examination, body, improvement, critiques, effort, self-study. In this understanding, moral has a central position and refl ects on all themes. This is a social and relational morality that embraces knowledge and aesthetics, which is achieved and realised in concrete bodily activity. Morality serves a system in order, i.e. it helps keep its balance. It facilitates the functioning of the collective and gives patriotism a moral character. Perfection is the optimal moral standard, which characterises all good examples, and the striving for improvement depends on critique and effort. Since perfection is always attainable, teaching and self-study make up the human way to harmony. In this, family is a precondition for moral cultivation, just as equal competition is a precondition for a balanced hierarchy and for correct responsibility. Talent is decisive, which in turn requires examination.

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education