Suchergebnisse

香港政府在二千年推行教育改革,目的在培養終身學習者。然而,對於學校如何在教改下進行改進,特別是初步校外支援後的發展,仍未有任何研究。本研究探討四所小學在教改下九年來的發展軌跡(1999-2008) ,旨在揭示學校改善的進程和能持續改進的原因。 ; 研究挑選了四個初步成功改革的學校個案,探討有關問題。研究資料來自兩個時段( 2001-03 年和2007-08 年) ,資料搜集方法包括訪問學校不同持份者和校外夥伴;實地觀察課堂、學生活動、專業發展活動和不間類型的會議;以及分析文件。 ; 研究發現,經過近十年的努力,四所學校在教與學、管理和組織、專業發展及家校合作四方面,都有顯著改善。這些改善相互支持學生的主動學習。然而,四所學校都面對著教育環境不斷變化所帶來的考驗,而學校能否將挑戰轉化為發展機會,取決於學校領導的集體解難能力。 ; 研究進一步發現學校變革的六個進程「聚焦和構建」、「管理阻力」、「試驗和技術轉移」、「試驗延展」、「深化和擴大改革」和「應付新抗戰」。這些進程標誌了學校在不同的改進階段所要解決的關鍵問題,以及校內外的變革能動者如何合力解決這些難題,推進學校發展。 ; 研究又發現,學校領導、校外支援、新的學校組織結構,以及校外政策環境,是推動學校改進的關鍵因素。透過學校領導的中介作用,政府的教改政策和所提供的各種資源,為學校改進提供了必要的方向、壓力和支持。學校導、校外支援和新的組織結構在不同階段的交互作用,以及不斷調校以回應不同時期的改進需求也是至關重要的。最後,隨著學校變革,學校出現了一群新領導,他們不僅幫助學校深化和擴大改革,也幫助學校回應新挑戰。 ; 本研究對學校改進的知識領域有三方面的貢獻,它揭示了1) 學校成功改善的進程和持續改進所需的條件; 2) 學校領導在學校改進中所扮演的角色;以及3) 政府政策影響學校教與學及行事方式的途徑。根據研究結果,本研究對教育當局和為學校提供專業支援的組織應如何協助學校改進,以及學校領導如何領導變革,作出建議。 ; This study aims to understand the processes and dynamics of sustainable school improvement. To do so, it examined the nine-year improvement trajectories (1999-2008) of four Hong Kong primary schools that had received initial intensive support from a school improvement program in the context of educational reform. The government sponsors education reform aimed at developing life-long leamers. However, little is known about how schools improve in the current reform environment, especially beyond the initial stage of intensive support. This study seeks to fill these gaps. ; The study employed a longitudinal multiple-case design. Four primary schools with initial reform success were purposefully chosen. Schools' improvement trajectories were traced using data gathered from two time periods (2001-2003 and 2007-2008)'. Data collected include interviews of key stakeholders and external partners; observations of classes, student'activities, staff development activities, and meetings at different levels; and review of documents. ; The study found that after a decade of conscientious reform efforts, the four schools underwent transformational changes in four areas of practice: Teaching and ...

Tam, Sin Yu Ophelia. ; Thesis (M.Phil.)--Chinese University of Hong Kong, 2007. ; Includes bibliographical references (leaves 203-209). ; Abstracts in English and Chinese. ; Chapter Chapter 1 --- Introduction --- p.1 ; Scope of study --- p.1 ; The policy change in the context of the education system in Hong Kong --- p.4 ; Theoretical discussion and literature review --- p.10 ; Definition of terms --- p.10 ; Multicultural education --- p.16 ; Newspaper coverage of South Asians in Hong Kong --- p.22 ; My methodology and its problems --- p.26 ; My involvement in the field --- p.26 ; Areas of study --- p.30 ; Methodological problems --- p.32 ; Summary of chapters --- p.37 ; Chapter Chapter 2 --- Historical and Socioeconomic Context of South Asians in Hong Kong --- p.40 ; Introduction --- p.40 ; Socioeconomic situation of South Asians --- p.43 ; Occupational pattern --- p.43 ; Language spoken --- p.47 ; Educational attainment --- p.50 ; Discrimination and legislation --- p.56 ; Concluding remarks --- p.58 ; Chapter Chapter 3 --- The Educational Opportunities and Education Systems for Ethnic Minorities in Hong Kong --- p.60 ; Introduction --- p.60 ; Medium of instruction in history --- p.61 ; Education systems in Hong Kong for ethnic minorities --- p.69 ; Three types of schools based on the medium of instruction --- p.69 ; The fieldsite school - a case study --- p.75 ; The policy change --- p.80 ; The school place allocation system for ethnic minorities --- p.81 ; Concluding remarks --- p.84 ; Chapter Chapter 4 --- Views of the Education and Manpower Bureau --- p.87 ; Introduction --- p.87 ; Background --- p.88 ; Promoting integration --- p.90 ; School closer to home --- p.97 ; The principle of equal opportunities --- p.98 ; More choice of schools --- p.102 ; Concluding remarks --- p.104 ; Chapter Chapter 5 --- Views of the Concern Group --- p.107 ; Introduction --- p.107 ; "Background: The meaning of ""integration""" --- p.107 ; Better Chinese language skills? --- p.112 ; Lack of resources and long-term planning --- ...

Tse, Yuen Man. ; Thesis (M.Phil.)--Chinese University of Hong Kong, 2008. ; Includes bibliographical references (leaves 209-222). ; Abstracts in English and Chinese. ; Abstract --- p.iii ; Acknowledgements --- p.vi ; Chapter Chapter One: --- Introduction --- p.1 ; The Research Question ; Terminology ; Literature Review ; Methodology ; The Structure of the Thesis ; Chapter Chapter Two: --- Schooling in Hong Kong --- p.42 ; Structure and Characteristics of the Education System ; Language and Hong Kong´ةs Education ; History Education in Hong Kong ; Civic and Political Education in Hong Kong: A Brief History ; Conclusion ; Chapter Chapter Three: --- An Overview of the Organization of Patriotic Education at School Level --- p.62 ; Differences in the Pattern of Organizing Nationalistic Education in Individual Schools ; Concrete Changes in the Implemented Patriotic Education Curriculum and their Ambiguous Implications ; Decision Making and Power Relations in School-Based Curriculum ; Conclusion ; Chapter Chapter Four: --- The Meanings of National Identity and Nationalistic Education: Views of Education Practitioners --- p.89 ; Teachers´ة Background ; Teachers´ة Attitudes towards Nationalistic Education ; Which Patriotism? Ambivalences in the Teaching of Patriotism for China ; Conclusion ; Chapter Chapter Five: --- Nationalistic Education in Practice: The Conflicting Meanings of China and Love for Country I --- p.126 ; "Which China Should Be Loved? Ancient, Cultural China versus Contemporary, Political China" ; Conclusion ; Chapter Chapter Six: --- Nationalistic Education in Practice: The Conflicting Meanings of China and Love for Country II --- p.148 ; Affective or Critical Education/ Loving the Country as a Duty or a Choice ; Conclusion ; Chapter Chapter Seven: --- Conclusion --- p.175 ; Summary of Chapters ; The Teaching of National Identity in Hong Kong in Review ; The Future of the Teaching of National Identity in Hong Kong: The Promotion of a New Form of National Belonging ; Appendices --- p.206 ; Bibliography ...

Fung, Ka Wo. ; Thesis submitted in: December 2008. ; Thesis (M.Phil.)--Chinese University of Hong Kong, 2009. ; Includes bibliographical references (p. 174-181). ; Abstracts in English and Chinese. ; Chapter Chapter 1 --- Introduction --- p.1-13 ; Chapter 1.1 --- Research Background --- p.1 ; Chapter 1.2 --- Defining the Research Objects and Scope --- p.3 ; Chapter 1.3 --- The Sociological Perspective --- p.10 ; Chapter 1.4 --- The Organization of Thesis --- p.11 ; Chapter Chapter 2 --- Theoretical Framework and Research Questions --- p.14-42 ; Chapter 2.1 --- Current Theories and Research Studies --- p.14 ; Chapter 2.2 --- Limitations of the Current Theories --- p.24 ; Chapter 2.3 --- The Alternative Model: Sociological Institutionalism --- p.27 ; Chapter 2.4 --- Research Questions --- p.39 ; Chapter Chapter 3 --- Methodological Approach --- p.43-59 ; Chapter 3.1 --- Introduction --- p.43 ; Chapter 3.2 --- Sources of Data --- p.44 ; Chapter 3.3 --- Temporal Dimension --- p.48 ; Chapter 3.4 --- Method of Analysis --- p.50 ; Chapter 3.5 --- Reliability --- p.58 ; Chapter Chapter 4 --- Exploring the Institutional Origin of ECA in the Development of Hong Kong Mass Education --- p.60-91 ; Chapter 4.1 --- Introduction --- p.60 ; Chapter 4.2 --- Phase IA- Pre-government Intervention: Before 1967 --- p.62 ; Chapter 4.3 --- Phase IB- Absorption by Government: 1967- 1981 --- p.64 ; Chapter 4.4 --- Phase 1C- Initial Expansion in School Establishment: 1981-1992 --- p.67 ; Chapter 4.5 --- Phase IIA- Consolidation in Education Reform: 1992-2000 --- p.73 ; Chapter 4.6 --- Phase IIB- Accomplishment of Institutionalization: 2000~ --- p.79 ; Chapter 4.7 --- Summary and Research Focus --- p.84 ; Chapter Chapter 5 --- Explaining the Change and Organization of ECA in Official Curriculum --- p.92-111 ; Chapter 5.1 --- Introduction --- p.92 ; Chapter 5.2 --- definition of Curriculum --- p.95 ; Chapter 5.3 --- Aims of Education --- p.99 ; Chapter 5.4 --- Pedagogy --- p.107 ; Chapter 5.5 --- Summary --- p.111 ; Chapter Chapter 6 --- ...

學校停課在世界各國的流感大流行應對方案中常被列為一項社區緩疫措施,而這項措施亦在2009年H1N1流感大流行中被廣泛地使用。然而,這項緩疫措施經常被質疑是否恰當,原因是因為停課會對教育構成重大的影響,而且過往的流行病學硏究亦表示這項緩疫措施不一定有效。本論文硏究學校停課對2009年H1N1流感大流行在香港首5個月疫情中降低大流行流感傳播的效能。 ; 在香港,在該大流行流感病毒於2009年4月在美國被發現後,香港政府實施了控疫措施(containment phase measures),並開始對該流感大流行進行監測。為了判定大流行是否已在香港內蔓延,衛生防護中心設定了一個報告準則來讓本地醫生報告疑似大流行流感感染個案,並為每個懷疑個案作確診測試及為每個確診個案追溯感染源頭。當大流行流感在6月開始在香港內蔓延時,香港政府實施了緩疫措施(mitigation phase measures)。在緩疫措施底下,帶有流感病症的病人求診於指定流感診所和公共醫院急症室會被測試是否感染大流行流感,而停課措施亦在此時開始實行去減低大流行流感的傳播。停課措施一直維持至7月直至暑假開始,並經修改後於9月開學時繼續實行。在9月,鑑於已不再需要對流感大流行進行監測,對懷疑感染個案進行確診測試的政策止於該月下旬。確診個案中記錄了的病人資料,與及由學校停課和暑假所引起的學期變化,為這課題提供了一個理想硏究的機會。 ; 在2009年的5月至9月,一共確診了27,687宗大流行流感個案。在確診個案中,所有個案都記錄了確診者的年歲和確診日期,而88%確診者提供了一個可定位的住宅地址。為了觀察學校停課的緩疫效果,本硏究定義了5個社會經濟年齡級別(socio-economic age classes) (當中包括有小學生和中學生),並繪製了年齡級別與地域特定的疫情曲線(age-class-and-district-specific epidemic curves)。所有的疫情曲線在大流行流感在6月開始在香港蔓延後均穩步上升,而在屬於小學生和中學生的疫情曲線中能看到一個不尋常的上升出現在9月新學年開始時,意味著中小學生在學校的活動提升了大流行流感在他們之間的傳播。 ; 先前,學校停課對減低2009年H1N1流感大流行在香港的傳播已被Wu et. al (2010a)進行了調查。透過使用一個具年齡結構的SIR模型(age-structured SIR model)來分析收集至8月27日的監測數據,該硏究表示流感大流行的傳播在暑假開始時減低了25%。在這研究中,我應用了Wu et. al (2010a)的方法來分析整個監測期間所收集的數據。在發現到該數學模型不能準確地擬合附加的監測數據後,我在該模型添加了兩個傳播特徵(當中包含兒童和成人之間的傳染在學校停課期間增加)去更準確地代表現實中的疫情。我的硏究顯示,學校停課雖然降低了兒童的感染率,但卻增加了成年人的感染率,令整體傳播在暑假開始時只減低了7.6%。這硏究結果表示,在將來的流感大流行中,封閉學校不大可能延遲流感大流行疫情至一個可令疫苗產生作用的程度,而且封閉學校可能會增加成人的感染率,從而有可能導致社會運作出現更混亂的情況。 ; School closure is often included in national pandemic influenza response plans as a community mitigation measure and it was widely applied in Pandemic (H1N1) 2009. However, the appropriateness of this intervention is often questioned, as school closure causes major disruption to the education system and past epidemiological studies reveal this intervention is not necessarily effective. The present thesis evaluates the effect of school closure in mitigating transmission of Pandemic (H1N1) 2009 in Hong Kong in the initial 5 months of the pandemic. ; In Hong Kong, following identification of the pandemic virus in US in April 2009, the government implemented containment phase measures and began ...

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 ...

香港政府在二千年推行教育改革,校長作為學校教學領導團隊的核心領導者,如何帶動學校的教學發展更趨重要。本研究探討香港小學校長教學領導的具體策略,以及在實踐教學領導過程中,如何受到不同因素的影響。 ; 本研究採用質化的多重個案研究方法,挑選了校長教學領導較為成功的兩所小學作為研究對象,探討有關問題。研究資料搜集方法包括訪問校長及學校主要的中層教學領導教師及部分基層教師;實地觀察課堂教學、教師專業發展活動和不同類型的會議;以及分析學校、政府、大專院校的文件。 ; 研究發現,在推動學校學與教發展的過程中,校長的領導策略是根據學校的獨特情境而選擇的,沒有一個放諸四海皆準或是所謂「最佳」的策略。面對着來自不同層面的各種不同因素的考驗及牽制,教學領導的效能取決於校長領導策略、行為與情境的配合,能否運用其領導解難能力,將挑戰轉化為發展機會。而在這過程中,建立學校教學願景、促進團隊正面人際關係及環境氛圍是校長教學領導的重要策略。 ; 研究進一步發現,校長個人信念、經驗、專業知識及領導能力、個人特質等,是影響校長教學領導策略的重要因素。因為個人信念和經歷對領導工作內容具有一種指向性作用,確立校長如何定義學生的學習、教師的教學;而個人專業知識和能力與及個人特質這兩項,則是實踐學校願景的一些能力條件;校長需要依靠這些知識、能力特長去推動教學發展及學校改進。可以說,信念、經歷、專業知識和能力、個人特質之間是相輔相成的。 ; 研究又發現,校長教學領導策略和學校情境內的不同因素,包括學校文化、教師、中層領導、學生和家長等等具交互影響,彼此不斷調校以回應改進需求。最後,隨着校長領導策略發揮作用,學校出現變革,中層教學領導能力提升,他們不僅協助校長深化和加快教學發展,也幫助學校回應新挑戰。因此,學校情境因素亦是影響校長教學領導策略不可忽略的重要因素。 ; 本研究對校長教學領導的知識領域有三方面的貢獻,它揭示了(1)校長在學校學與教發展過程中扮演引導教學發展方向及營造學校正面文化的關鍵角色;(2)不同因素對校長教學領導策略的影響;以及(3)校長教學領導策略成功發揮作用所需要的條件,就是各項策略與校長個人因素、學校情境因素之間的配合。 ; Since year 2000, Hong Kong government has initiated a number of educational reforms. Being a center figure in our school structure, the role of principals has become increasingly crucial to the success of those reforms. This study aims to understand Hong Kong school principals' strategies on instructional leadership and factors affecting them. ; The study employed a multiple-case design. Two primary schools with widely recognized reform success were purposefully chosen. Data collected include interviews of principal, key middle managers and teachers; it also included observations of classes, student activities, staff development activities, and meetings at different levels; and reviews of documents from various sources. ; The study found that there is no one-size-fits-all nor the best strategy when principals try to improve their schools or to upgrade teachers' knowledge and skills. Rather, principals should tailor their own plans for teachers' professional development and school improvement, and the strategies need to be context-specific. Faced by challenges from their changing educational environment, ...

本文希望探討弱勢小學如何在教育市場化趨勢下,因為收生不足而被教統局宣佈殺校,然而經過學校持分者的奮鬥,一年後竟能取錄足夠學生,成功逆轉重生。研究對象學校近年取錄的學生人數一直上升,甚至成為社區上受歡迎的學校。弱勢學校在汰弱留強的市場定律下竟能逆轉重生,這個香港教育界的特殊現象,箇中原因及意義便是本文著意的地方。 ; 本文採用質性研究方法,邀請兩所位於不同貧窮社區的小學接受研究。兩所小學同樣經歷逆轉重生,其中一所小學甚至兩次殺校。在具體田野操作方面,本文採用民族誌研究方法,筆者透過長時間參與觀察、深度訪談、比較閱讀,整理兩所學校由殺校至今的逆轉發展脈絡。 ; 研究結果發現,兩所能夠成功逆轉重生的學校從:宏觀層面、中介層面和微觀層面,均能啟動和累積社會資本,並轉化為不同類型的資本,包括:文化資本,經濟資本等,以支援學校的非常態運作,避過殺校宿命。此外,研究發現兩所學校的教師團隊同樣呈現一條由社會資本轉化為教學專業資本的脈絡,並在校本課程的編訂和教學法的探索得到成效,讓學生學習蒙受其利,這是學校逆轉的背後策劃能量。 ; 本文期望教育領導人士能重新理解類教育市場脈絡的多端力量,並希望教育領導者了解學校在類教育市場的定位。另外,本文希望讓所有學校持分者重新理解社會資本在教育場域的正面能量。當中尤以校長為核心,啟動和轉化學校社會資本,他的信念和力量將是領導學校逆轉重生,以至持續發展的關鍵。 ; 最後,本文無意為弱勢學校逆轉重生的現象下定論,限於資料收集的局限、類教育市場脈絡、社會資本概念的複雜性,本文主要通過現有的材料和論據,為香港弱勢社群教育這個領域作為開拓研究的鋪墊。 ; This thesis attempts to answer the question about how a disadvantaged primary school experienced turnaround in a Quasi-education market. ; This is an ethnographic study, employing qualitative methods. Two primary schools from two low-income districts were invited to participate. They both suffered from "school closure"(殺校). One of them even went through it twice. Ethnographic research was conducted with Participant Observation, In-depth Interview and Comparative Reading throughout the research duration. ; The results of the research showed that two turnaround schools mobilized and accumulated social capital and transformed it into other forms of capital, such as cultural capital and economic capital, in order to support the schools' contingency plans on macro, meso and micro levels. ; Another finding is that the teaching teams of the two turnaround schools also showed a path of transforming social capital into teaching professional capital, including school-based curriculum designs and research into teaching methods. These efforts of the schools succeeded in creating a favorable condition for them not only to survive, but to flourish. ; This thesis hopes to call attention to two important facts: ; 1. Education leaders can benefit greatly from alerting themselves to the Quasi-education market and its related concepts, and also ...

香港教育歷史書寫以教育政策史為核心,一直缺乏有關鄉村學校的研究。本地教育史研究者多數將鄉村學校納入傳統中國學塾的想像,或簡化成一種過渡式的教育模式。在殖民管治新界的歷史時空下,鄉村學校的具體面貌,及其在不同階段的轉型和社會功能都被忽略。本研究以有別於主流教育歷史研究的書寫方式,嘗試將鄉村學校與新界殖民管治、新市鎮規劃、鄉村社群與城市文化拉扯等範疇連結起來,多角度重塑新界鄉村學校與整體社會脈絡的互動。本研究透過說明新界鄉村學校的歷史發展過程,目的是為了突顯鄉村學校並非鐵板一塊。鄉村教育與鄉村社區文化緊密結合,學校的發展形態多樣而且教學生活化。 ; 本研究先從描繪鄉村學校與新界殖民歷史的關係出發,指出鄉村學校的興起與戰後殖民政府改變新界管治方針,普及教育的政治功能,以及現代教育體制的建立有密切關係。為強調鄉村學校的地緣特色,本文會以兩所新界鄉村學校為個案研究對象。本文藉著訪問、挖掘學校文獻、整理現存的口述歷史研究報告及相關歷史資料,介紹兩所新界鄉村學校的辦學理念、發展沿革、教學特色。本研究最後將提到1997 年後鄉村學校面臨大規模結束的困境,當中反映政府及民間社會對鄉村學校的不同理解和定位。本地教育史研究以線性叙事磨平地區發展差異和鄉村學校的多義性,因此本研究通過探討新界鄉村學校在本地教育史中的位置為鄉村學校研究補遺,並進一步批判以城市價值為核心的單一教育模式。 ; The writing of Hong Kong education history has always focused on the side of education policy. The majority of the studies describe village schools in the New Territories as traditional and transitional form of education, which makes village school unnoticed in the academic field. It is important to review village schools differently in each historical era, and to rethink its intersection with the colonial policy, urban and rural tension, and its significant position in the process of education modernization. Unlike the mainstream education policy studies, this study relate education development with colonial governance, urbanization and evolvement in local education model. With these angles, this study will provide both macro and micro perspectives to understand how the social and cultural environments reshape village schools in the New Territories in the post-war era. ; This study will first pointed out the closely linkage between village school in New Territories and the colonial rule of New Territories. The rise of village schools in the post-war period is much related to the changing ruling principle in New Territories. The political purpose of promoting mass education and the establishment of the local education system also provide a favorable environment for the booming development of village schools. ; In order to emphasize how geographical factors affect village schools, this study will use two village schools in New ...

楊偉傑. ; "2008年12月". ; "2008 nian 12 yue". ; Thesis (M.Phil.)--Chinese University of Hong Kong, 2008. ; Includes bibliographical references (leaves 94-103). ; Abstracts in Chinese and English. ; Yang Weijie. ; 論文評審委員會 --- p.ii ; 論文摘要 --- p.iii ; 論文摘要(英文) --- p.iv ; 鳴謝 --- p.vi ; 圖表目錄 --- p.x ; Chapter 第一章: --- 論文概述 ; Chapter 第一節: --- 歷史背景與研究動機 --- p.1 ; Chapter 第二節: --- 研究目標 --- p.7 ; Chapter 第三節: --- 與研究題目相關的研究和理論 --- p.8 ; Chapter 第四節: --- 論文題目界定 --- p.13 ; Chapter 第五節: --- 研究理論 --- p.13 ; Chapter 第六節: --- 研究方法和局限 --- p.16 ; Chapter 第七節: --- 論文章節概覽 --- p.19 ; Chapter 第二章: --- 香港的「愛國學校教育」 ; Chapter 第一節: --- 「愛國學校」釋義 --- p.21 ; Chapter 第二節: --- 歷史背景 --- p.22 ; Chapter 第三節: --- 香港的「愛國學校」 --- p.24 ; Chapter 第四節: --- 「愛國學校」裏的「愛國教育」 --- p.25 ; Chapter 第五節: --- 「愛國學校」裏的中國音樂 --- p.27 ; Chapter 第六節: --- 香島中學簡史 --- p.33 ; Chapter 第七節: --- 小結 --- p.35 ; Chapter 第三章: --- 一九五零年代至七零年代香港的中國音樂概況 ; Chapter 第一節: --- 香港的「主流」與「非主流」音樂文化 --- p.37 ; Chapter 第二節: --- 從「國樂」到「民樂」:五十至七十年代香港現代中國器樂合奏之演變 --- p.38 ; Chapter 第三節: --- 五十至七十年代香港的現代中國器樂合奏團 --- p.41 ; Chapter 第四節: --- 「文革」前香港的現代中國器樂合奏團(一九五七至六五) --- p.43 ; Chapter 第五節: --- 「文革」期間香港的現代中國器樂合奏團(一九六六至七六) --- p.45 ; Chapter 第六節: --- 「文革」後香港的現代中國器樂合奏團(一九七七至七九) --- p.48 ; Chapter 第七節: --- 小結 --- p.50 ; Chapter 第四章: --- 香島中學與中國音樂 ; Chapter 第一節: --- 香島中學的中國器樂活動 --- p.52 ; Chapter 第二節: --- 香島中學的中國器樂人物 --- p.56 ; Chapter 第三節: --- 香島中學校友的中國器樂活動與組織能力:以陳敏莊、邱岩生、黎漢明為例 --- p.65 ; Chapter 第四節: --- 香島中學的中國器樂活動與香港中國器樂發展的關係 --- p.69 ; Chapter 第五章: --- 結論 --- p.75 ; 附錄一:香港中國器樂界的香島校友介紹 --- p.83 ; 附錄二 :〈大寨紅花遍地開〉總譜(節錄) --- p.90 ; 參考資料 --- p.94

譚秀影. ; "2008年8月". ; "2008 nian 8 yue". ; Thesis (M.Phil.)--Chinese University of Hong Kong, 2008. ; Includes bibliographical references (leaves 163-170). ; Abstracts in Chinese and English. ; Tan Xiuying. ; Chapter 第一章: --- 緒論 ; Chapter 第一節: --- 導言 --- p.3 ; Chapter 第二節: --- 前人硏究回顧 --- p.10 ; Chapter 第三節: --- 史料簡介 --- p.16 ; Chapter 第二章: --- 唐、遼、北宋科舉與官學 ; Chapter 第一節: --- 唐代科舉與官學 ; Chapter 一 ´Ø --- 唐代科舉 --- p.19 ; Chapter 二 ´Ø --- 唐代官學 --- p.21 ; Chapter 三 ´Ø --- 唐代科舉與官學關係 --- p.22 ; Chapter 第二節: --- 遼代科舉與官學 ; Chapter 一 ´Ø --- 遼代科舉 --- p.24 ; Chapter 二 ´Ø --- 遼代官學 --- p.25 ; Chapter 三 ´Ø --- 遼代科舉與官學關係 --- p.26 ; Chapter 第三節: --- 北宋科舉與官學 ; Chapter 一 ´Ø --- 神宗熙寧變法前的科舉與官學 --- p.27 ; Chapter 二 ´Ø --- 神宗熙寧變法實行後的科舉與官學關係一一以三舍法爲切入點頁 --- p.29 ; 小結 --- p.34 ; Chapter 第三章: --- 金代科舉與官學簡介 ; Chapter 第一節: --- 金代漢人科舉 ; Chapter 一 ´Ø --- 金代科舉的演變一一南北分選至倂南北選爲一的過程 --- p.36 ; Chapter 二 ´Ø --- 考試程序、科目及時間 --- p.42 ; Chapter 第二節: --- 金代漢人官學 ; Chapter 一 ´Ø --- 官學槪況 --- p.44 ; Chapter 二 ´Ø --- 金代學校經費來源 --- p.45 ; Chapter 三 ´Ø --- 官學的整體一一廟與學 --- p.46 ; Chapter 第三節: --- 女真進士與女真官學 ; 小結 ; Chapter 第四章: --- 朝廷政策中科舉與官學關係 ; Chapter 第一節: --- 選士方式:科舉考試與學校考選的取向 --- p.53 ; Chapter 第二節: --- 興辦官學與進士教育 ; Chapter 一 ´Ø --- 官學錄取學生的條件與舉人釋義 --- p.63 ; Chapter 二 ´Ø --- 官學講授的內容與應考進士科的關係 --- p.69 ; 小結 --- p.70 ; Chapter 第五章: --- 晉地進士與官學關係 ; Chapter 第一節: --- 進士分佈與官學關係(一):晉地綜論 --- p.73 ; Chapter 第二節: --- 進士分佈與官學關係(二):府州情況 --- p.77 ; Chapter 第三節: --- 進士分佈與官學關係(三):府州治所及其轄縣情況 --- p.80 ; Chapter 第四節: --- 朝廷政策對地方進士及官學關係的影響 --- p.86 ; 小結 --- p.91 ; Chapter 第六章: --- 結論 ; Chapter 第一節: --- 金代科舉與官學關係 --- p.93 ; Chapter 第二節: --- 唐至金科舉與官學的演變 --- p.95 ; Chapter 附錄一´Ø --- 晉地整體進士表 ; Chapter 一(1) ´Ø --- 西京路進士與官學表 --- p.99 ; 西京路進士分佈歸納圖 --- p.113 ; Chapter 一(2)´Ø --- 河東北路進士與官學表 --- p.114 ; 河東北路進士分佈歸納圖 --- p.129 ; Chapter 一(3) ´Ø --- 河東南路進士與官學表 --- p.130 ; 河東南路進士分佈歸納圖 --- p.149 ; Chapter 附錄二´Ø --- 府州學與府州進士分佈表 --- p.151 ; 府州進士人數分佈歸納圖 --- p.153 ; Chapter 附錄三´Ø --- 應州、太原、澤州地方官學與進士分佈表 --- p.154 ; 應州、太原、澤州地方官學與進士分佈歸納圖 --- p.156 ; Chapter 附錄四´Ø --- 應州、太原府、澤州轄縣進士分佈及縣學表 --- p.157 ...

兒童貧窮問題引起香港社會及政策制定者的深切關注。香港特區政府及各非政府組織推出了不同的策略、計劃及方案以舒緩兒童貧窮問題。可是,大部份針對小學生的現行計劃及方案普遍著重提升兒童的學術成果多於其全面發展。本研究旨在探討由企業發起及持續舉辦的校本計劃及社區為本計劃在幫助香港貧窮兒童脫貧及全面發展的成效。 ; 本研究採用多重個案研究法,對兩個與企業合作推行持續性兒童扶貧計劃的個案,包括學校一(School-1)及非政府組織一(NGO-1)作深入了解。多種質性數據從這兩個個案的三項計劃中搜集,包括十二節參與式觀察及四十五個半結構性訪談(負責職員、組織者、主持人、義工、兒童參與者及他們的父母)。 ; 本研究有四項主要研發現: ; 一,連結社會資本及橋樑社會資本是兒童參與者在建立人力資本過程中的催化劑。二,在兒童參與者及義工建立信任關係的過程中連結社會資本及橋樑社會資本是互相依賴而成。三,兒童參與者能夠成為主動的行動者。他們除了能夠在影響他們生命的決定上作出選擇;並藉著把握學習及社交機會,抗拒因生活於不利環境中所產生的負面影響,更能夠改變環境,把希望灌注入父母的生命。四,三項計劃均提供為期九至十個月的服務,讓介入工作在這段較長時間中引發兒童參與者的改變,並把希望灌注入他們的生命。此外,也讓他們的父母、計劃組織者及負責職員觀察兒童參與者的成長及改變。 ; 綜合這些研究發現,人力資本的建立、建立連結社會資本及橋樑社會資本所帶來的支援關係、兒童的聲音能否獲得聆聽及作出決定時兒童的意見能否受到尊重,均對計劃能否有正面效果有直接關係。基於這些研究發現,建議扶貧計劃需在貧窮兒童的較早期的生命歷程中推行,並且介入的時期較長,讓兒童參與者的成長及改變能被引發並被觀察出來,把希望灌注入兒童及父母的生命,讓他們能發現彼此的優點、對生命存有盼望、為美好的將來釐訂實際計劃及具信心與社會人士保持接觸。這些均是他們在打破貧窮困局及戰勝社會排斥的過程中不可或缺的原素。 ; Children poverty problem has become a main concern of Hong Kong society and the policy makers. Different strategies, programmes and projects have been implemented by the HKSAR government and different NGOs to alleviate the child poverty problem. However, most existing programmes and projects for primary school children emphasize on educational outcomes rather than the holistic child development. ; This study aims to understand whether and how the enterprise-initiated and ongoing school-based and community-based programmes may help the poor children in Hong Kong in poverty alleviation and holistic development. ; One school (School-1) and one NGO (NGO-1), which implemented ongoing poverty alleviation programmes with enterprises, were selected for this multiple-case study. Based on the analysis of the multiple sources of data collected from the three main programmes, including 12 sessions of participant observation and 45 semi-structured interviews (with responsible staff, organizers, host, volunteers, participating children and their parents), four key findings were obtained to answer the research question. ; First, bonding and bridging social capital acted as a catalyst in the process of developing ...