在學校推行課程改革 –
中期發展與前瞻
可供借鑑的海外經驗
香港大學教育學院 張國華
一些英國的近期發展: ………
英國課程改革的背景
• 1967, Plowden Report
– 開創以兒童為中心的教育
– “at the heart of the educational process lies the
child”
英國課程改革的背景
• 1967, Plowden Report
– 開創以兒童為中心的教育
– “at the heart of the educational process lies the
child”
– 欠缺中央課程、校本為主
– the curriculum became known as 'the secret
garden' (the term was first used by Lord Eccles,
Minister of Education, in 1960) into which others even those directly concerned with educational
provision - were not expected to stray.
國家課程
• 保守黨政府(戴卓爾夫人 [1979-1992]、馬卓
安[1992-1997])
• 一九八八教育改革法案(Education Reform
Act 1988)
– 核心科目、基礎科目 (約佔七成學習時間)
– 關鍵階段測試 (key stage tests)
–…
其他發展
• Dearing Report (1997)
刪減不必要內容、
教學及測試目標相應減少
• 其他相應發展
地方管埋 (local management initiative)
…..
• 97年工党政府
加强語文和數學教學
學校和地方教育部門要訂立具体可量度的目標
What Teachers Do (Osborn et al 2000)
1. “On one hand, teachers report that their
responsibility to their pupils come first but
they also feel the need to comply to the
requirement.”
2. “Teachers feel a loss of autonomy because
they know they are subject to more
external control but they feel they are able
to exert more control over pupil
experience within classroom.”
What Teachers Do (Osborn et al 2000)
Teachers’ perfection of their teaching strength
KS1
1990/91 (%)
1992/93
(%)
Classroom management skills
34.1
36.6
Cognitive-related skills
23.9
58.1
Affective-related skills
75.0
68.9
Curriculum-related skills
46.8
41.9
Assessment-related skills
1.1
2.2
Life experience
3.4
5.4
Hard work and enthusiasm
12.5
18.3
Enjoyment of teaching children
36.3
28
What Teachers Do (Osborn et al 2000)
• Teachers’ Strategies in Response to Change
– Compliance
– Incorporation
– Creative mediation
– Retreatism
– Resistance
香港可以借鑑的經驗 (1)
• 課程和評核:賦權(empowerment)與表現評核
(performantivity)
• Broadfoot (2001), 1984 英國成就記錄冊
(record of Achievement)
– 政府鼓勵學校使用各种文件，記錄校內學生各
項成就和經驗
– 紀錄儘量包羅萬有
– 符合教育理論
– 關鍵問題:教師的賦權會否變成政府量度學校表
現的工具?
外國經驗………
The provision of information: UK Example
http://www.dcsf.gov.uk/performancetables/
• 香港會否發生上述情况?
• 我們可以反思的問題:
– 學校是否了解TSA的訊息
– TSA結果，如何協助學校找出要加強和改善地方？
– 學校有何其他方法，鼓勵學生發展學習以外的興
趣和成就
香港可以借鑑的經驗 (2)
• Keddie: Educationalist and Teacher Context
• 受訪學校
–
– 學生各种社經背景
Keddie: Educationalist and
Teacher Context
School Statements:
……..
Streaming by ability weights the school environment
against those family background has already lessened
their chances of educational achievement.
……
A differentiated curriculum divides pupils. The school
should try to unite them.
…………….
Keddie: Educationalist and
Teacher Context
Teacher Context:
Teacher J: [Some of the class] have written to Oldham
Town Council for material for the New Town Project.
Teacher C: They are really bright, are they?
Teacher J: Mostly from middle-class families, well
motivated.
Keddie: Educationalist and
Teacher Context
Differential treatment of students:
P: This is geography, isn’t it? Why don’t we learn
about where countries are and that?
T: This is socialization
P: What’s that? I’d rather do geography……Eskimo –
I don’t know where that is.
T: After the lesson we’ll go and get the atlas and I’ll
show you
Keddie: Educationalist and
Teacher Context
Differential treatment of students:
In another class, the same teacher, when asked how
he would responded if asked “Why should we do
social science?” had this reply:
T: No, but if I were asked by Cs I would try to sidestep
it because it would be the same question as “Why do
anything? Why work?
R: What if you were asked by an A group?
T: Then I’d probably try to answer.
香港研究
• 陳 (1998)
– 研究學生學業能力和學生文化資本關係
• "Students need to watch some TV programme (in English) and
do some integrated tasks after viewing the programmes…
students are asked to design a topic and do group
presentation. They need to collect some relevant information
and jot notes". (Chan, 1998: pp.94)
•
• "At the beginning of the semester, they [the students] need to
introduce themselves and tell the class how they spend their
summer holiday". (Chan, 1998: pp.94)
• In the case of history teaching, a teacher
explained that students are told to watch
documentary TV programmes. Although
students rarely watch them, those who have
watched these programmes will be asked to
discuss the programmes during class time.
Teachers tend to think that these students are
smart, have high language proficiency and
stronger and strongly motivated in learning
(Chan, 1998: pp.98).
• 反思的問題
–
景因素
• 數碼差距?
• 性別問題和學習
• 社經地位差異
• 種族
• 特殊教育需耍
結語
學校課程主任的角式
謝謝!