課程改革下香港高中中國語文科教師身份認同研究.

• Other Authors: 林安.
• Format: Others
• Language: Chinese; English
• Published: 2013
• Subjects: High school teachers; High school teachers > China > Hong Kong > Case studies; Chinese language > Study and teaching; Chinese language > Study and teaching > China > Hong Kong
• Online Access: http://library.cuhk.edu.hk/record=b5549707; http://repository.lib.cuhk.edu.hk/en/item/cuhk-328377

香港高中中國語文科課程在過去長期處於穩定的情況，但踏入2000年鋪天蓋地的教育改革接踵而來，中國語文科也不例外。香港課程發展議會在2001年編訂了《中學中國語文課程指引》，在翌年9月於初中正式施行，並於2005年9月拓展至高中。隨著334新學制在2009正式實施，原有的高中課程（中四至中五級）和大學預科課程（中六至中七級）將會合併，高中中國語文科也進行了相應的變革。這兩次的課程改革已不再局限於小幅度的內容修訂，使高中中國語文科教師面對前所未有的轉變。 === 本研究旨在通過了解課程改革後教師工作的變化，探究高中中文科教師在課程改革下的身份認同。本研究以質性研究取向，採用目的性的個案抽樣，選取了六名分別來自不同學生級別的學校，任教高中的教師為研究對象。 === 研究結果顯示，高中中文科教師的身份認同內涵複雜，包含了代表學科傳統的子身份認同認同，以及代表了考試傳統的子身份認同認同。這些子身份認同認同的建構受著制度層面、學校層面和個人層面等多重因素影響。由於在正規的課程內，反映考試傳統的子身份認同認同佔有優勢，教師通過追蹤課程改革後的新公開考試模式，嘗試建構這方面的身份認同內涵。另一方面，由於正規課程資源有限，教師必須在正規課程以外額外投入的個人資源，藉以建構代表學科傳統的子身份認同認同。 === 本研究發現，分別代表著學科傳統和考試傳統的子身份認同認同存在衝突，但基於高中課程應試的需要，代表考試傳統的子身份認同認同往往在正規課程內佔有優勢。儘管如此，因為新高中中文科課程內容和教學要求抽象，公開考試模式不斷轉變，教師往往在協助學生應付公開試時遭遇困難，影響了教師身份認同的建構。 === The curriculum of Chinese Language for the senior secondary education in Hong Kong had remained stable over a long period of time in the past. However, since 2000, there have been tremendous and successive education reforms, with no exception for the curriculum of Chinese Language. In 2001, The Curriculum Development Council of Hong Kong formulated the Curriculum Guide for Secondary Chinese Language, which was formally carried out among the junior secondary levels in September 2002, then extended to the senior secondary levels in September 2005. In 2009, the New Senior Secondary Curriculum was officially implemented. Under the new “334 System, the former senior secondary curriculum (Form Four and Form Five) and matriculation curriculum (Form Six and Form Seven) have been integrated. The subject Senior Secondary Chinese Language has also undergone relevant changes. These two reforms no longer concern with small-scale revision of the curriculum content. Senior Secondary Chinese Language teachers have thus been facing unprecedented changes. === Probing into the changes of the work of the teachers after the curriculum reforms, this research investigates the identity of Senior Secondary Chinese Language teachers under the reforms. Adopting a qualitative research approach and through purposive sampling of cases, a sample of six teachers has been chosen for the study. These six teachers are from six different schools of different bandings. === The results of the research indicate that the identity of Senior Secondary Chinese Language teachers is a complex construct. It comprises the sub-identity representing the tradition of the subject, as well the sub-identity representing the tradition of examination. The construction of these sub-identities is influenced by multiple factors from different aspects, such as the education policy, the school, and the individual self. The sub-identity representing the tradition of examination is advantageous within the formal curriculum. Therefore, the teachers attempt to construct such identity through following the mode of the new public examination after the curriculum reforms. On the other hand, the resources of the formal curriculum are limited. Beyond the formal curriculum, the teachers must put in additional individual resources in order to construct the sub-identity representing the tradition of the subject. === This research reveals that there are conflicts between the sub-identities representing the tradition of the subject and the tradition of examination respectively. However, in view of the requirement of examination in the New Senior Secondary Curriculum, the sub-identity representing the tradition of examination is in general advantageous within the formal curriculum. Nevertheless, owing to the abstract content and teaching requirements of new curriculum of the Senior Secondary Chinese Language, as well the continuous changes of the mode of public examination, the teachers generally encounter problems when helping the students prepare for the examination. This impacts the identity construction of the teachers. === Detailed summary in vernacular field only. === Detailed summary in vernacular field only. === Detailed summary in vernacular field only. === Detailed summary in vernacular field only. === 林安. === "2013年4月". === "2013 nian 4 yue". === Thesis (Ed.D.)--Chinese University of Hong Kong, 2013. === Includes bibliographical references (leaves 226-245). === Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. === Abstract in Chinese and English. === Lin An. === Chapter 第一章 --- 研究緣起與研究問題的提出 --- p.6 === Chapter 1.1 --- 研究緣起 --- p.6 === Chapter 1.2 --- 研究問題的提出 --- p.8 === Chapter 1.3 --- 研究意義 --- p.10 === Chapter 第二章 --- 文獻析評：教師身份認同 --- p.13 === Chapter 2.1 --- 學界研究的轉向與教師身份認同研究的關係 --- p.13 === Chapter 2.2 --- 「身份認同」概念 --- p.16 === Chapter 2.3 --- 「教師身份認同」概念 --- p.19 === Chapter 2.3.1 --- 教師身份認同的概念化方式與取向 --- p.29 === Chapter 2.3.2 --- 教師身份認同與教師自我的概念關聯 --- p.37 === Chapter 2.3.3 --- 教師身份認同與教師角色的關聯 --- p.38 === Chapter 2.3.4 --- 小結 --- p.44 === Chapter 2.4 --- 教師身份認同的內部分類和分析 --- p.46 === Chapter 2.5 --- 教育改革與教師身份認同的關係 --- p.52 === Chapter 2.5.1 --- 教育改革所引發的教師身份認同危機 --- p.52 === Chapter 2.5.2 --- 教師身份認同在教改中的重塑 --- p.55 === Chapter 2.5.3 --- 教師經歷教育改革的情感元素與身份認同的關係 --- p.60 === Chapter 2.5.4 --- 身份認同概念與教師實踐性知識 --- p.61 === Chapter 第三章 --- 文獻述評：香港中學中國語文科課程改革 --- p.65 === Chapter 3.1 --- 制度層面的課程因素 --- p.66 === Chapter 3.1.1 --- 教師工作與角色的要求 --- p.66 === Chapter 3.1.2 --- 課程設計取向 --- p.69 === Chapter 3.1.3 --- 課程目標 --- p.70 === Chapter 3.1.4 --- 學科知識的內涵 --- p.71 === Chapter 3.1.5 --- 教學模式 --- p.73 === Chapter 3.1.6 --- 課程涵蓋面 --- p.75 === Chapter 3.1.7 --- 課程組織 --- p.76 === Chapter 3.2 --- 學校層面的課程因素 --- p.78 === Chapter 3.2.1 --- 科組的工作文化 --- p.78 === Chapter 3.3 --- 教師個人層面的因素 --- p.79 === Chapter 3.3.1 --- 教師個人信念 --- p.79 === Chapter 3.4 --- 小結 --- p.81 === Chapter 第四章： --- 研究設計 --- p.82 === Chapter 4.1 --- 研究問題的再提出 --- p.82 === Chapter 4.2 --- 核心概念與概念框架 --- p.83 === Chapter 4.2.1 --- 高中中國語文科教師身份認同的特質 --- p.83 === Chapter 4.2.2 --- 教師的「自我意象」 --- p.84 === Chapter 4.2.3 --- 脈絡因素 --- p.85 === Chapter 4.2.4 --- 概念框架 --- p.86 === Chapter 4.3 --- 術語定義 --- p.88 === Chapter 4.4 --- 質性研究的取向 --- p.90 === Chapter 4.5 --- 研究方法：個案研究法 --- p.93 === Chapter 4.5.1 --- 個案取樣 --- p.95 === Chapter 4.5.2 --- 資料收集方法一：深度訪談 --- p.96 === Chapter 4.5.2 --- 資料收集方法二：課堂觀察 --- p.100 === Chapter 4.6 --- 資料的整理和分析 --- p.102 === Chapter 4.7 --- 預期的研究限制及困難 --- p.105 === Chapter 4.7.1 --- 信度與效度 --- p.105 === Chapter 4.7.2 --- 研究倫理 --- p.106 === Chapter 第五章 --- 課程改革下中文科教師身份認同的變化 --- p.108 === Chapter 5.1 --- 對高中中文科教師身份認同內涵的闡釋 --- p.109 === Chapter 5.1.1 --- 鄭老師：代表專門學科教學專業、注重學生品德情意、傳承古代文化、應付公開考試 --- p.109 === Chapter 5.1.2 --- 何老師：展現學科的專業知識、協助學生升讀大學、對傳統語文與文化薪火相傳 --- p.112 === Chapter 5.1.3 --- 楊老師：展現學科專家的地位和知識、協助學生應付公開考試 --- p.114 === Chapter 5.1.4 --- 胡老師：協助學生應付公開考試，培養學生品德情意 --- p.116 === Chapter 5.1.5 --- 馬老師：協助學生應付公開考試、較專業的教學身份、傳承語文素養 --- p.117 === Chapter 5.1.6 --- 蔡老師：協助學生應付公開考試、發展校本課程和教學設計 --- p.120 === Chapter 5.1.7 --- 小結 --- p.122 === Chapter 5.2 --- 從新課程下教師工作的變化看高中中文科教師的身份認同 --- p.123 === Chapter 5.2.1 --- 個案一：鄭老師 --- p.124 === Chapter 5.2.2 --- 個案二：何老師 --- p.130 === Chapter 5.2.3 --- 個案三：楊老師 --- p.135 === Chapter 5.2.4 --- 個案四：胡老師 --- p.140 === Chapter 5.2.5 --- 個案五：馬老師 --- p.146 === Chapter 5.2.6 --- 個案六：蔡老師 --- p.154 === Chapter 5.2.7 --- 小結 --- p.161 === Chapter 5.3 --- 影響高中中文科教師身份認同的因素 --- p.164 === Chapter 5.3.1 --- 制度層面 --- p.164 === Chapter 5.3.2 --- 學校層面 --- p.166 === Chapter 5.3.3 --- 個人層面 --- p.168 === Chapter 5.3.4 --- 小結 --- p.168 === Chapter 5.4 --- 高中中文科教師符應新身份認同的方法 --- p.169 === Chapter 5.4.1 --- 如何建構「協助學生應付公開考試」的身份內涵 --- p.170 === Chapter 5.4.2 --- 如何建構來自學科傳統文化的身份認同內涵 --- p.172 === Chapter 5.4.3 --- 小結 --- p.173 === Chapter 第六章 --- 討論、分析和總結 --- p.174 === Chapter 6.1 --- 研究總結 --- p.175 === Chapter 6.1.1 --- 課改下高中中文科教師身份認同的改變 --- p.175 === Chapter 6.1.2 --- 影響高中中文科教師身份認同的因素 --- p.175 === Chapter 6.1.3 --- 高中中文科教師符應課改下身份認同的方法 --- p.176 === Chapter 6.2 --- 研究結果的討論與分析 --- p.177 === Chapter 6.2.1 --- 課程改革下高中中文科教師身份認同的轉變 --- p.177 === Chapter 6.2.2 --- 教師身份認同的變化之一：「學科傳統」的子身份認同被邊緣化 --- p.193 === Chapter 6.2.3 --- 教師身份認同的變化之二：難以建構的新「考試文化」子身份認同 --- p.200 === Chapter 6.2.4 --- 教師工作的調節--「學科傳統」身份認同和主體性的呈現 --- p.206 === Chapter 6.3 --- 對本研究概念框架的修訂 --- p.208 === Chapter 6.4 --- 對三個研究問題的回應 --- p.214 === Chapter 第七章： --- 研究貢獻、研究限制和建議 --- p.217 === Chapter 7.1 --- 研究貢獻 --- p.217 === Chapter 7.1.1 --- 理論研究方面 --- p.217 === Chapter 7.1.2 --- 實徵研究方面 --- p.219 === Chapter 7.1.3 --- 教師實務方面 --- p.219 === Chapter 7.2 --- 研究限制 --- p.220 === Chapter 7.2.1 --- 研究範圍的限制 --- p.220 === Chapter 7.2.2 --- 研究樣本的限制 --- p.220 === Chapter 7.2.3 --- 資料蒐集的限制 --- p.222 === Chapter 7.3 --- 建議 --- p.223 === Chapter 7.3.1 --- 對高中中文科教師身份認同研究的建議 --- p.223 === Chapter 7.3.2 --- 對中文科教師的建議 --- p.224 === Chapter 7.3.3 --- 對中學校長的建議 --- p.224 === Chapter 7.3.4 --- 對教育局和考評局的建議 --- p.224 === 參考文獻 --- p.226