香港高校的安全管理

通过对香港高校校园安全工作的调研,深入了解香港高校安全工作的理念、安全工作的主要措施及其成效,总结成功的管理经验,为内地高校安全工作的持续改进提供参考.     

香港高校学生事务概况及启示

香港高等教育以其严谨的管理和出色的质量而享誉世界。学生事务作为香港高等教育的重要组成部分,其成功的经验也非常值得我们学习和借鉴。本人有幸参加设在香港科技大学的亚太地区研究型高校校园生活实验室进行学生事务研究,亲身感受了国际化高等学校教育理念的熏陶,体验了学生     

Perception of reading instruction and self-regulated learning: A comparison between Chinese students in Hong Kong and Beijing

Based on the theoretical framework of self-regulated learning (SRL), the study aimed to examine whether the proposed relationship between classroom environment and students’ SRL was applicable in the case of Chinese readers. In this study, a questionnaire measuring students’ perception of reading instruction, strategy use, and reading motivation was completed by 1,654 Hong Kong and 2,006 Beijing students from grade 10. By comparing students from two different Chinese cities, the study also attempted to understand the learning attitudes and behaviors of students who share the same Confucian cultural backgrounds but experience different educational environments. The findings of this study indicated that the positive effects of perceived reading instruction on Chinese students’ SRL mainly came from strategy and metacognitive-based instruction, teacher support, and the nature of task. While both Hong Kong and Beijing students demonstrated a positive attitude towards their reading instruction as well as a positive degree of strategy use and reading motivation, significant area differences were found in nearly all measured variables. These findings have been discussed in the light of the contextual environments of the two Chinese cities. The study provides useful insights for understanding Chinese learners and Chinese classrooms from the perspective of SRL.     

Comparing state hegemonies: Chinese universities in postwar Singapore and Hong Kong

After World War II, Chinese residents of Singapore demanded the establishment of local Chinese universities. The ruling regime, however, which was under the shadow of the neighboring Malay‐dominated Malay Peninsula, was forced to suppress the development of such schools. In Hong Kong, the British needed to install a Chinese university to counter Beijing’s and Taiwan’s campaigns for recruiting students from the colony. As Hong Kong was a monoracial Chinese society, the government, not having to worry about the reaction of other indigenous groups, met this challenge by founding a fully recognized Chinese university. This research demonstrates that under diverse backgrounds of racial politics, state authorities have unequal latitudes to accommodate the educational institutions of subordinated racial groups. It also reveals that state education policies in small and dependent settings, unlike those in big and sovereign nations, are more susceptible to pressures from external powers and influences from the metropolis. These findings urge scholars to pay more attention to the factor of race and use comparative methods when employing the theories of state and hegemony to investigate education and power.     

港台地区大学通识教育的发展及其启示

港台地区大学开展通识教育有着各自的经济和政治背景,形成了港台地区高教界若干具有代表性的通识教育理念.如今港台地区的大学通识教育呈现出多样化的局面,无论是机构设置还是课程内容、选修方式等,各校都有各自的特色.通过着重介绍香港中文大学与台湾大学两所学校实施通施通识教育的近况,借鉴其通识教育经验,内地大学应当具有更多办学自主权,加强通识教育的师资建设和理论的研究.     

香港的印度人及其对两地经贸的影响

印度人到香港的历史由来已久,19世纪中期,印度人随着英国的商人和军队来到了香港;他们有的经商,但大多数为英国人服务。他们虽然人数不多,但为香港的发展作出了贡献。如今30000名左右的在港印度人更是香港多元社会不可分割的一部分,他们的宗教、教育、社团等活动丰富了香港的多元文化生活;他们大多是第二或第三代印度人,能讲汉语,但不懂汉字。他们大多活跃在商业领域,从事印港贸易。印港之间的贸易与印度人到香港一样历史悠久,印港贸易更是每年都大幅增长。此外,印度和香港政府还致力于科技合作,以充分发挥印度在科技领域的优势以及香港在亚太乃至世界的区位优势。     

An investigation of instruction in research publishing offered in doctoral programs: the Hong Kong case

As a result of globalization, universities in some Asian countries now require their faculty members, by way of carrot or stick, to research and publish internationally. In tenure, promotion, contract renewal and faculty recruitment exercises, rate of publication in reputed journals based in the US and the UK has become a major criterion of assessment. The stakes involved in publication in many of these contexts, have created ripple effects on their doctoral students, many of whom are now under pressure to publish internationally during their doctoral tenure in order to secure professoriate employment upon graduation. Yet, publishing during the doctoral years is rarely an easy task not least because it is a taxing endeavor even for practicing academics. Challenges of publishing multiply when it is done in a period when the new researcher is already intensively engaged in the daunting tasks of researching and thesis-writing. However, what make publishing most challenging for students in these contexts are perhaps its linguistic demands and the need to make their work relevant to the international academic community. Given the stakes and difficulties involved in publishing internationally during and beyond the doctoral years, instruction in research publication (IRP) need be given some priority in doctoral programs in the Asian contexts. However, to what extent is IRP in place and to what extent can the instruction prepare students to face the various challenges of publishing in the early phase of their academic career? The questions remain largely under-explored in the literature. The study reported in this paper is a response to this lacuna by examining the IRP provided in the universities in Hong Kong. The study assumes that to succeed in publishing internationally, one needs to develop competence of three major domains, namely, scholarly communication, strategic research conception, strategic management of publishing. And in the context of doctoral undertaking, an added domain is that of strategic management of thesis-publishing. The study investigated the extent to which the IRP provided in the context under study attends to the four domains of competence. Methods of investigation involved an analysis of documents of research degree programs and courses (n = 155) offered in seven doctoral degree granting universities and interviews with doctoral students (n = 30). Findings suggest that instructional attention tends to be skewed towards developing students’ scholarly communication while competence in the other three domains remains relatively under-addressed. Pedagogical implications will be discussed.     

Closing the gap between the theory and practice of teaching: implications for teacher education programmes in Hong Kong

The gap between the theory and practice of teaching is an issue of concern in teacher education. Although researching this gap is not new, few studies have been conducted in Hong Kong. It is worth investigating the contemporary Asian models of teacher education that can provide reference to the international literature. This paper examines this theory–practice gap by reporting a study that researched the inconsistencies between student teachers' best teaching strategies and their most commonly employed ones. Specifically, we investigated: (1) the considerations that contribute to the inconsistencies in the student teachers' conceptions of teaching; and (2) the enhancing factors of the teacher education programme which help to close the gap between the theory and practice of teaching. Through examining the interview data, the findings revealed three main dimensions of consideration attributing to the inconsistencies in the conceptions of teaching: pre‐training experience, teaching context and student needs. These considerations lead to expansive or constraining impacts on the student teachers' selections of teaching strategies. Influences from the teacher education programme that might close this gap are identified. Implications for improving teacher education programmes are also discussed.     

Generic attributes as espoused theory: the importance of context

There has been considerable interest in generic attributes in higher education for over a decade and yet while generic skills or attributes are an important aspect of policy, there is often a lack of consistency between beliefs about the importance of these skills and attributes and the degree to which exist in teaching practice. There has been an assumption that these attributes exist outside of the disciplinary context, yet the findings of this study suggest that they are strongly influenced by the disciplinary culture in which they are taught. The study reported in this paper examines the apparent gap between ideal notions of generic attributes and their enactment in teaching practice. This qualitative study examined the teaching of generic attributes in five disciplines (physics, history, economics, medicine and law) in two Australian universities. It found that the notion of generic attributes is highly complex and while attributes such as critical thinking, problem solving and communication are valued by teaching staff they are often implicit in teaching. This gap between what is valued and what is actually taught is a result of variation in interpretation of generic attributes, the difficulties of reducing complex attributes to definable learning outcomes and practical constraints on teaching caused by factors such as large classes. Furthermore, it can be explained by the finding that generic attributes are part of the epistemic culture of the disciplines and often remain tacit. The findings of this study have significant implications for scholarship, policy and pedagogy.

香港高校学生事务管理考察启示

本文介绍了香港三所大学学生事务管理及学生活动组织、学生社团发展的概况，重点介绍了香港理工大学生事务管理的机构设置、人员组成、 服务宗旨及主要职能，并结合内地高校的情况，提出了改进内地高校学生工作的若干建议。     

人职匹配理论在高校就业指导工作中的应用

高校就业指导工作可以运用人职匹配理论,引导大学毕业生了解自己、了解工作,帮助大学生正确选择适合自己发展的职业,从而缓解大学生的就业压力,使人力资源得到合理配置。     

以"学习者为中心"的教学模式中外语教师角色的定位

文章通过传统教学模式和“以学习者为中心”的教学模式中教师角色的对比,探讨“以学习者为中心”的教学模式中外语教师角色定位的转化问题,并指出在转化过程所需要面对的挑战。     

规限的专业性:香港及中国内地教师评鉴工作比较

香港及中国内地两地在上世纪90年代末起均积极推动教育改革,以发展优质/素质教育为主要的发展方向,以期培养适切的人才,提高两地的国际竞争力。基于此,两地均强调课程改革,引入新的教学法,如专题研习/研究性学习,强调问责性的评核机制。面对教与学的种种改革,教师的工作出现了新的转变及挑战,本文比较两地在教改情境下,如何透过教师评鉴保证及提升教育质素,两地教师如何以不同策略作响应,呈现两地教师在工作评鉴下的处境。     

Building an evaluation culture and evidence base for e-learning in three Hong Kong universities

The paper presents a strategy for the systematic evaluation of course websites built under the project e3Learning that operates across three universities in Hong Kong. Tailor‐made evaluation plans were produced for each website; the evaluation was conducted by an evaluation officer, and a report was provided to each teacher, thus supporting continuous development. To date, 58 cases of evaluation data have been collected. In this paper, a meta‐analysis across these cases is presented in order to see which are the most useful web‐assisted functions currently in use in Hong Kong universities. This study indicates the following four functions as being most useful: learning tools such as glossaries, notes and PowerPoints, assessment tasks associated with grades, and creation and exhibition of multimedia projects. The reasons for these rankings are postulated.     

重构历史与反省身份——试论香港文学中关于“香港历史”的书写

1984年中英联合声明的签订,激发了"香港意识"的诞生。香港作家在思想界的呼吁下开始回顾香港历史,反省自我身份特征并找寻定位。在20世纪80年代末的怀旧潮中,他们重现了历史片段并进行了寻根尝试;以"妓女"形象为媒介,他们隐喻了香港的身份实质及变迁轨迹。对这些香港作家而言,他们要立足香港,写出表达港人声音的历史故事。     

One Hong Kong,Two Histories: 'History' and 'Chinese history' in the Hong Kong school curriculum

Hong Kong's school history curriculum is unique worldwide in that it consists of two entirely separate subjects--'History' and 'Chinese History'--which differ not only in content, but also in terms of their pedagogy and their assumptions concerning the nature of history as a discipline. The distinct subject of 'Chinese History' was first created in the 1950s, largely in response to the colonial government's desire to limit the politicisation of local schools. However, there was subsequently little interference by the government in the development of curricula for the 'two histories'. The pattern of curriculum development for history in Hong Kong over the past few decades does not support conventional theories concerning the impact of colonialism on education. On the contrary, it suggests that the relationship of colonialism to curriculum development may in Hong Kong's case be better understood in terms of a mutually convenient collaboration between the government and local educational élites.     

中国内地与香港地区译名之比较

香港是中西文化融和之地,中华5000年文化的熏陶,加上150年的殖民地岁月,造就了香港独特的面貌和个性,也创造了香港与内地大相径庭的译名,成为香港地区一个鲜明的文化现象。本文试图对中国内地与香港地区的译名作一番归纳、比较和探讨,旨在寻求更为合理的翻译文本,以适应内地与香港地区进行沟通与交流之需求。     

内地香港语文教学之比较

香港因殖民地统治,形成了与内地完全不同的文化背景,"港式中文"就是这种文化背景的的产物。与内地相比,香港语文教学的理念不同,重工具性,轻人文性,强调创造性;语文课堂教学语言、教学文字不同,香港的课堂语言是粤语,使用繁体字;语文教学的课程目标不同,重在培养学生阅读、写作、聆听、说话和思维等语文能力,重在对学生自学能力的培养、对文化的认识。香港所使用的教材、采用的教学方法、考试范围等也与内地不同。香港的教师和学生与内地相比也表现出不同的特点。