普及教育制度下中文教師之信念與實踐：一個初步的探究

本文對在九年普及教育制度下，小學中文教師的信念和實踐作出了一個初步的探究。文章首先引了文獻，界定了「信念」，及指出教師的信念對老師的教與學生的學是有一定關係的。從研究顯示，受訪的小學中文老師是有著下列的信念：相信先管後教；相信良好的師生關係和輕鬆的課堂氣氛有助學習；以中文本科的教學重點為教學取向；以學生為中心的教學取向。然而，中文教師的信念實踐，正受著實際環境因素的衝擊。他們受著課程和考試的牽制，這些牽制影響著他們的信念，也難為九年普及教育製造生機。
The article is a preliminary review on Chinese language teachers' beliefs and their implementation under the nine-year compulsory education in Hong Kong. Staring with literature review to define "beliefs" and its effects on teaching and learning, the article discloses the research results on Chinese language teachers' beliefs. From the interviews and classroom observation, the writers concluded that the Chinese language teachers have the following beliefs: strict classroom discipline before the lesson start, and a harmonious teacher-student relationship are beneficial to learning; subject based teaching objectives and student centered teaching strategy are effective. However, those beliefs are now under the heavy pound of tight curriculum and pressing demand from schools heads and parents for distinguish examination results. As a result, teachers' beliefs and the good will of nine-year compulsory education are being eroded. Copyright © 1999 香港中文大學香港教育研究所.