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Liu Tsui-yuk. ; Thesis (M.Phil.)--Chinese University of Hong Kong, 2004. ; Includes bibliographical references (leaves 117-128). ; Abstracts in English and Chinese. ; List of Abbreviations --- p.ix ; Chapter ; Chapter 1. --- INTRODUCTION --- p.1 ; The Issue of Rom 11 :25-32 --- p.1 ; Brief Survey on Scholarly Concerns --- p.4 ; Theological Considerations --- p.4 ; Text-Context-Semantic Considerations --- p.7 ; Purpose and Methodology of the Present Study --- p.14 ; The Nature of the Epistle of Romans --- p.15 ; The Role of Paul to the Community --- p.17 ; The Christian Community of Rome --- p.20 ; The Audience of the Epistle of Romans --- p.24 ; The Thesis of the Present Study --- p.24 ; Chapter 2. --- THE SOCIAL SETTING OF ROMANS IN THE LIGHT OF KIRCHENPOLITIK --- p.25 ; Building up Consensus --- p.25 ; The Necessity of a Consensus --- p.25 ; The Necessity of a Consensus for the Roman Christian Community --- p.25 ; The Necessity of a Consensus for Paul --- p.27 ; The Content of the Consensus --- p.29 ; Defining Self-Identity Regarding the Religion of Origin --- p.30 ; The Necessity of Defining Self-Identity Regarding the Religion of Origin --- p.31 ; Defining Self-Identity --- p.32 ; Freeing from Jewish Identity Markers --- p.33 ; Setting up New Boundary --- p.33 ; Resolving Conflicts --- p.35 ; "Conflicts between the """Strong"" and ""Weak""" --- p.35 ; Boasting of the Jewish Christians over the Gentile Christians --- p.36 ; Boasting of the Gentile Christians over the Jewish Christians --- p.36 ; Paul's Way to Resolve the Conflicts --- p.37 ; Giving Direction Regarding the Surrounding World --- p.38 ; "The """Chrestus"" Expulsion" --- p.38 ; The Content of the Instruction Regarding the Surrounding World --- p.41 ; Creating an Image of World --- p.41 ; Offering Orientations --- p.43 ; Establishing a Structure of Authority --- p.44 ; Independence of the Influence of External Authority --- p.45 ; Establishing Internal Authority --- p.46 ; The Lordship of Jesus Christ --- p.47 ; The Leadership of Paul --- p.48 ...

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 ...

Lo Suet-yee. ; Thesis (M.Phil.)--Chinese University of Hong Kong, 2002. ; Includes bibliographical references (leaves 143-153). ; Abstracts in English and Chinese. ; Abstracts --- p.i-iii ; Acknowledgements --- p.iv ; Chapter Chapter 1 --- Introduction --- p.1 ; Chapter 1. 1 --- Emergence of Primary Science Education and the General Development of Science Curriculum in the World ; Chapter 1.2 --- Literature Review of Development of Primary Science Curriculumin Hong Kong ; Chapter 1.3 --- The Organization of This Study ; Chapter Chapter 2 --- Historical Review of the Hong Kong Primary School System and Major Research Concerns of This Study --- p.8 ; Chapter 2.1 --- "Historical Review of Primary Schooling and its Political, Social, and Economic Context" ; Chapter 2.2 --- Curriculum Decision-Making in Hong Kong Primary Schooling ; Chapter 2.3 --- Concluding Remarks ; Chapter 2.4 --- Major Research Concerns of This Study ; Chapter Chapter 3 --- Literature Review --- p.29 ; Chapter 3.1 --- Functionalist Theory ; Chapter 3.2 --- Conflict Theory ; Chapter 3.3 --- Institutionalist Theory ; Chapter Chapter 4 --- Methodological Approach --- p.56 ; Chapter 4.1 --- Official Syllabi of Primary Science Curriculum ; Chapter 4.2 --- Government Document on Educational and Curricular Policies ; Chapter 4.3 --- Documentary Analysis ; Chapter 4.4 --- Limitations of My Study ; Chapter Chapter 5 --- Historical Analysis of Primary Science Curriculum in Hong Kong --- p.63 ; Chapter 5.1 --- Historical Review of Primary Science Curriculum in Hong Kong ; Chapter 5.2 --- Analysis of Educational Aims ; Chapter 5.3 --- Analysis of Pedagogy ; Chapter 5.4 --- Analysis of Educational Content ; Chapter 5.5 --- "Summary of the Evolving Pattern of Primary Science Curriculum: Aims, Pedagogy, and Educational Content" ; Chapter 5.6 --- Historical Changes of the Primary Science Curriculum and Assessment of Major Sociological Perspectives ; Chapter 5.7 --- Some Concluding Remarks ; Chapter Chapter 6 --- The Role of Government in the Development of ...

本文以明初官定程朱理學讀本《四書五經性理大全》的成書和思想反應為中心,旨在探討朱子學在14、15世紀流衍、官學化乃至自我更新的過程。作為士人參加科舉考試的必讀之書,《四書五經性理大全》原則上締造著明代士人的思維結構乃至行事方式,成為他們為學從政的依據和根基。全文主要分為三個部份:第一部份重點討論此書萌生於14世紀的主要學術背景,指出它是在元代浙江、江西、徽州三地朱子學並競發展的多元化局面中醞釀而生的。第二部份首先檢討了明初洪武、永樂兩朝帝王一脈相承卻又有不同的理學取態。同樣尊信理學可以幫助治國,太祖樂於以務實態度來修正和完善朱子學並顯現出他淩駕於道統的情形,而明成祖則將程朱理學視作其政權合法性的依據進而操縱了儒家道統,《大全》正是在明初政治文化微妙而重大轉變中應運而生的。本文接著考察了《大全》的編纂、取材與影響,從中指出編纂地選在北京對成祖遷都部署的配合作用,並分析《大全》內容取材的地域特色,及此特色所受敕撰要求、書籍流通、人事安排等因素的影響;統計其刊行情況以證實《大全》地位在有明一代從未被動搖,在晚明乃至成為商業出版中有利可圖的公共文化資源的情形。本文第三部份重點以15世紀持續出現的多種《大全》反應性著作為分析對象,從中觀察《大全》被作為舉業的讀本、行道的載體、救正時弊乃至變革士人思想的必由取徑,而在地方學官、著名儒者以及土木之變後學者型官員中引發的激烈迴響和對其批評、質疑、修正的相應行動。透過這些討論,本文期望檢討14世紀朱子後學的多元化發展與並競局面、明初帝王的理學取態對於明初理學的官學化進程的實際影響,以及15世紀的菁英士大夫如何運用"統一"後的理學學說來應對現實危機與朱子學發展困境等議題。 ; This dissertation studies the formation of and intellectual responses to the Sishu Wujing Xingli Daquan( Great Compendia of the Four Books, Five Classics and Human Nature and Heavenly Principle), which were compiled in the Yongle period (1403-1424), in the context of the spreading and self renewal of Zhu Xi's philosophical school in the fourteenth and fifteenth centuries. As must-read books for the imperial examinations, the Compendia affected Ming scholars' mode of thinking and their way of doing things. They also formed the basis of their classical learning and political participation. ; The study begins with an analysis of the intellectual background of the Compendia in the fourteenth century. It points out that there were three types of development and competition patterns of Yüan Neo-Confucianism in Zhejiang, Jiangxi and Huizhou. ; The research then reviews the important changes of attitude from the Hongwu emperor to the Yongle emperor towards Neo-Confucianism. Although both emperors believed that Neo-Confucianism could help them better govern the country, the Hongwu emperor was keen to see revisions of Zhu Xi's classical exegesis. To meet his realistic needs he even ignored the Neo-Confucian orthodoxy. The Yongle emperor, however, used Neo-Confucianism as the basis of his political legitimacy and thus ...

本文從技術的政治經濟學視角,觀察中國上世紀七十年代末八十年代的廣播電視大學運動,主要采用文獻分析的方法,試圖去回答,爲什麽電大教育會從單位辦學制、個人自學制、學校辦學制這三種模式存走向單一的學校辦學體制?在電大運動所歸屬的更大的高教去國家化運動當中,爲什麽社會自治主義、新自由主義與電大教育接合失敗,而國家主義却成功了?爲了回答這些或具體或抽象的問題,本文在前人研究的基礎上提出了「新發展主義」的概念作爲分析工具,指出「效率範式」是七十年代末八十年代新發展主義的主要再現形式,它有追求「生産效率優先」和「成本效率」的兩個方面。在「發展主義範式轉移」的語境下,電大運動是國家以「技術動員」的方式徵用社會經濟資本實現人力資本積累的表現。通過使用新發展主義的「集中性-去集中性」這一對框架性工具,本文指出了社會自治主義表現爲「兩種效率衝突」以及「教育低效」的「反效率」,以及新自由主義表現爲「配置低效」的「反效率」,而與之相比,國家主義反倒因爲教育專業主義和機會平等政治的追求,而與新發展主義的效率追求形成了一致性。新發展主義與社會自治主義、新自由主義和國家主義在這一時期的「接合」與「接合失敗」,是單位辦學制與個人自學制的衰落,以及「公立非公費」的「學校辦學制」日漸崛起的原因。此外,本文從「新發展主義」出發,還提出了「改革辯證法」的認識論,作爲從「改革之交」理解共産中國的一種嘗試。 ; From the perspective of political economy of technology, this research aims to analyze the Chinese Broadcasting and Television University Movement(TVUM) , and to answer two sets of questions: 1) During the TVUM in late 1970s and 1980s, why did the "university-organized learning" model rise? Why did the "danwei-organized learning" model and the "self-learning" model decline simultaneously? 2) Why was the TVUM articulated with Statism successfully? Why did the articulation of the TVUM with Social Autonomism and Neo-liberalism fail ? Documentary analysis is the main research method. In order to answer the questions above, this research constructs the efficiency-oriented model to illustrate and explain Chinese economic development in late 1979s and 1980s. In the context of the paradigm shift of developmentalism, the TVUM took it as the main purpose to promote the accumulation of human capital. In contrast with the "anti-efficiency" of Social Autonomism and Neo-liberalism, this research identifies that Statism unexpectedly presents its consistency with the effenciency-oriented model by combining the professionalism of education and equal-opportunity politics. The rise and the declination in the TVUM are attributed to the success and the failure of articulation with the efficenecy-oriented model respectively. Moreover, this research preliminarily constructs "the dialectics of the reform" as the perspective of interpreting Communist ...

Mass Communication and Media play an integral part in modern societies. This publication reflects on fundamental theoretical works and recent key texts from different backgrounds such as political analysis, feminism, media studies or Cultural Theory. It is designed as a workbook in European-Chinese intercultural studies. Therefore thorough descriptions of the texts in Chinese language are backed up by additional information and questions to ponder to deepen the understanding. This book is part of the series "interKULTUR European-Chinese intercultural Studies" which consists of teaching material for intercultural studies in higher education and research results of such studies.

submitted by Chong King Man. ; Thesis (M.Phil.)--Chinese University of Hong Kong, 1998. ; Includes bibliographical references (leaves [76-84]). ; Abstract also in Chinese. ; Chapter Chapter I. --- Introduction --- p.1 ; Chapter {A} --- Introduction --- p.1 ; Chapter {B} --- Research Questions --- p.2 ; Chapter {C} --- Contribution --- p.4 ; Chapter {D} --- Issues in Politics and Language --- p.7 ; Chapter [1] --- Colonialism and importation of languages --- p.10 ; Chapter [2] --- Nationhood and language --- p.18 ; Chapter [3] --- Decolonization and language policy in education --- p.27 ; Chapter [4] --- Summary --- p.35 ; Chapter {E} --- Research Methodology --- p.37 ; Chapter {F} --- Outline of Thesis --- p.41 ; Chapter Chapter II. --- Contending Explanations and Framework of Analysis --- p.43 ; Chapter {A} --- "Contending Explanations, Models, and Theories" --- p.44 ; Chapter [1] --- Conspiracy explanation I: to exacerbate the gap between English and mother-tongue trained students --- p.44 ; Chapter [2] --- Conspiracy explanation II: to confuse Hong Kong people's identity and add a language-divisive factor in China --- p.47 ; Chapter [3] --- Pluralist explanation: local societal pressures --- p.50 ; Chapter [4] --- Muddling-through model --- p.53 ; Chapter [5] --- Institutionalism --- p.55 ; Chapter [6] --- China's pressure --- p.57 ; Chapter {B} --- Policy Window Approach --- p.59 ; Chapter [1] --- Problem stream --- p.64 ; Chapter [2] --- Political stream --- p.67 ; Chapter [3] --- Policy stream --- p.74 ; Chapter [4] --- Coupling of streams and policy windows --- p.78 ; Chapter Chapter III. --- Language-in-Education Policy in Hong Kong: The Colonial Setting --- p.82 ; Chapter {A} --- English Language as Prestige --- p.82 ; Chapter {B} --- Colonial Language Policy in Education-a brief review from the establishment of the colony to the early 1970s --- p.84 ; Chapter {C} --- Language Medium Policy from the 1970s to the early 1980s --- p.94 ; Chapter Chapter IV. --- Teaching medium policy during decolonization ...

提升學前教育的機會與品質成為世界趨勢,近年來中國大陸政府在普及學前教育進程中逐漸關注並出臺政策以保障和監控教育品質,這對幼兒園教師提出高績效表現的素質要求。然而,實踐一線的教師們面臨著國家和市場的雙重期待,究竟如何看待自己?又如何為職業賦予了什麼樣的意義? 本研究借助詮釋性互動和符號互動論為理論視角,採用質化研究的取向,以北京為實地研究範圍,選取33名幼兒園教師和3名管理者,就其對身為教師的理解與詮釋展開深入訪談,輔之以文檔收集和實地觀察,探討幼兒園教師為職業賦予意義的過程。本研究主要有以下發現: ; 首先,影響幼兒園教師身份的三種結構性力量分別是國家權力、市場話語和性別文化。這三種力量共同交織,巧妙地將幼兒園教師群體置於弱者之境,導致幼兒園教師身份空間被擠壓、身份異化和性別化。其次,符號互動論視角下,幼兒園教師身份構建就是幼兒園教師與他人進行外部互動和與自我進行內部互動的過程。不同工作情境下的幼兒園教師身份構建呈現三種不同的路徑:外部主導型、內部主導型以及內外兼顧型,從而構建出不同類型的幼兒園教師身份:保姆與廉價勞動力、有特色的專業工作者、我不是保姆而是___老師。最後,情緒在幼兒園教師身份構建中的作用表現在:情緒是身份的晴雨表、身份呈現的工具、身份承諾的動力及促進身份轉化的誘因。幼兒園教師在身份構建過程中情緒產生並嵌入其互動的工作情境中,與不同對象互動中呈現出不同的情緒地理。幼兒園教師情緒規則包括善於控制情緒,積極運用情緒,堅持微笑服務;其情緒勞動時間長、多樣性、強度大。他們並運用偽裝、抑制、自我勸服和釋放等情緒勞動策略。 ; 本研究對幼兒園教師身份構建的探討豐富了教師身份研究;並回應了關於教師身份構建的宏觀結構因素、身份構建機制以及身份構建中的情緒等學術討論;同時,提出幼兒園教師專業性中的情緒情感維度,即情緒性的專業性。最後,就政府幼教政策推行以及政府制定市場規則方面提出政策建議,並探討了對幼兒園管理實踐的啟示。 ; Improving the quality of preschool education has become a global trend. In recent years, the Chinese government has increasingly focused on universalizing preschool education in the country, launching policies to guarantee high-quality education. Rigorous requirements have also been implemented to maintain the caliber of preschool teachers. In this context, how do front-line teachers in Mainland China understand their teacher identities amid the objectives set by the state and the market for them? How do they make sense of their careers? Informed by the interpretive and symbolic interactionism perspectives, this multiple-case qualitative study examines how preschool teachers in Mainland China construct their professional identities and how they understand and interpret the roles of preschool teachers. Sources of data include in-depth interviews with 33 preschool teachers and 3 preschool leaders in Beijing, documents like teaching materials and school policies, as well as field observations. ; The analysis of the multiple sources of data indicates that: (1) The professional identities of preschool teachers were primarily influenced by state power, market discourse, and gender culture. These influential ...