关于慈竹属和单竹属的讨论

 When F. A. McClure published the new genus Sinocalamus McClure in 1940, the4 species he listed are S. latiflorus (Munro) McClure, S. beecheyanus (Munro) Mc-Clure, S. oldhami (Munro) McClure and S. affinis (Rendle) McClure.  After carefulexamination, the authors of this paper considered that the type species of McClure’sgenus S. latiflorus (Munro) McClure should belong to the genus Dendrocalamus Nees,and the other species are of Bambusa Schreber.  Owing to Sinocalamus McClure is nota taxon representative of its type species, but a mixture, it must be rejected as asynonym of Dendrocalamus Nees.  In consequence then, the authors make adjustmentto the taxonomic category of the 14 species and 1 variety which have ever been inSinocalamus McClure.     As for the characters of Lingnania McClure, except that some differences exist inthe vegetative parts, the structure of the spikelets is in the main the same as that ofBambusa Schreber.  Consequently, with regard to the systematic relationship, the authorsconsider it may be more resonable that the rank of Lingnania McClure should be alter-ed to Bambusa Schreber subg.  Lingnania (MeClure) Chia  et H. L. Fung; all thespecies of Lingnania McClure, except that L. tsiangii McClure should be transferredto Dendrocalamus Nees, should be assignable to Bambusa Schreber subg.  Lingnania(McClure) Chia et H. L. Fung.     

Exploring information literacy in secondary schools in Hong Kong: A case study

Current curriculum reforms in Hong Kong emphasize learning how to learn and project-based learning. The most recent reform introduces “Liberal Studies” as a mandatory school subject in senior secondary school. This article reports on an exploratory case study of the information searching process (ISP) among Form 6 (Grade 12) students in a Liberal Studies course. Researchers examined sources of information used by students, students' cognitive and emotional experience during the ISP, and communication within the collaborative groups. Findings indicated that Internet-based sources were predominant but that most students had difficulty completing the ISP. Work is needed to help students develop a theory of knowledge in which the meaning of information is contextual and the process of interpreting information requires effort. Such work is important if collaborative inquiry projects in Liberal Studies courses are to lead to deep learning.     

Teacher Growth: The Formation and Pursuit of Personal Values

Facilitative environmental factors, skills and knowledge training, and reflection upon experiences and beliefs are regarded as important in teacher development. The attainment of normative professional identity indicates that a teacher has grasped the principles of skills, knowledge, and beliefs that govern teachers' professional behavior. However, what is neglected is the psychosocial process that brings about internal changes in teachers' growth. This paper argues that the soul behind teacher growth is the self-as-agent in directing a person's growth in fulfilling his or her own personal values and personality. Teachers with self-defining personalities search for congruent environments to nurture their personal values and they engage in generativity tasks to actualize those values. With the success and satisfaction brought about by the accomplishment of their personal values, teachers do not stop at a plateau but will keep pursuing continuous growth.     

V. CHILDREN NAVIGATING STORIES

“Why didn't you reason with me nicely?” (Angu, 4,0) “Why do you always say I do wonderful things?” (Patrick, 4,0)

     

Reliability and validity of the Learning Styles Questionnaire

The reliability and predictive validity of a short form of Honey and Mumford's Learning Styles Questionnaire were examined. Students' learning preferences were measured by self-report ratings on their degree of likings for 19 teaching and learning activities commonly used in higher and professional education. Subjects were 381 second-year undergraduates enrolled in accountancy, engineering and communication programmes at the Hong Kong Polytechnic. The alpha coefficients for the four learning styles scales were quite low, ranging from 0.311 for the Pragmatist scale to 0.421 for the Reflector scale. Factor analysis of the items did not reveal any coherent factor structure congruent with the underlying constructs. However, significant though weak correlations were found between the learning styles scores and the learning preferences of the students as hypothesised.     

The influence of liberal studies on students’ participation in socio-political activities: the case of the Umbrella Movement in Hong Kong

This paper reports an investigation into how secondary student participants in Hong Kong’s Umbrella Movement related this particular political experience to their learning of Liberal Studies. Questionnaire-based surveys and interviews were conducted to probe their interpretations of Liberal Studies’ impact on their political involvement and their perceptions of national versus local identity. The results indicate that students perceived the subject to have offered them background knowledge necessary for comprehending the movement rather than functioning as the cause of their participation against the backdrop of wider socio-economic conflicts in the community at large. Moreover, the current Liberal Studies curriculum seems to have reinforced students’ sense of a dichotomy between their local and national identities. Further examination of that dichotomy sheds light on both the review of Liberal Studies and another recently proposed, but swiftly shelved, curriculum: Moral and National Education. The study’s broad implications for citizenship education worldwide are also discussed.