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Dissertations / Theses on the topic 'Kongzi jia yu'

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Published: 4 June 2021
Last updated: 30 July 2024

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1

Siu, King-wai. "Dating the extant version of the Kongzi Jiayu a linguistic and textual exploration = Jin ben"Kongzi jia yu" cheng shu nian dai xin kao: cong yu yan ji wen xian jiao du kao cha /." Click to view the E-thesis via HKUTO, 2004. http://sunzi.lib.hku.hk/HKUTO/record/B38628636.

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Yu, So-phann. "A home fantasy Gaston Bachelard's space consciousness and Yu Guangzhong's poetry = Jia de xia xiang : Bashenla de kong jian yi shi yu Yu Guangzhong de shi /." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41004607.

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3

Luo, Yin. ""Kong", "you" yu "you", "wu" : xuan xue yu bi re xue jiao hui wen ti zhi yan jiu /." Tai Bei : Guo li Tai Wan da xue, 2003. http://catalogue.bnf.fr/ark:/12148/cb39291212m.

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Th. doct.--Philosophie--Taibei--National Taiwan University = Guo li Tai Wan da xue, 2000.
Mention parallèle de titre ou de responsabilité : "Sunyata", "Dravysati" & "yo", "wo" : ontological research for the combination of Chinese metaphysic and Indian Prajna philosophy in A.D.300-500. Bibliogr. p. 385-399.
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4

Lu, Haohan. "Cong "Shang ye dian tai ming zui feng mi" ji "Ling hui shang shi chu jiao" shi jian, kan kuang jia jing zheng yu min cui zhu yi /." click here to view the abstract and table of contents, 2005. http://net3.hkbu.edu.hk/~libres/cgi-bin/thesisab.pl?pdf=b19816571a.pdf.

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5

Wong, Yuen-wan. "Educational ideas in the analects and the Hong Kong education system "Lun yu" jiao yu si xiang yu Xianggang jiao yu zhi du /." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B40676109.

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6

Liang, Ruhai. "Pi wei gong neng yu pi fu bing guan xi de gu jin wen xian yan jiu /." click here to view the abstract and table of contents, 2006. http://net3.hkbu.edu.hk/~libres/cgi-bin/thesisab.pl?pdf=b20009628a.pdf.

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Liang, Zifang. ""Jin zhi yu nie" xi shuo jin ri Xianggang nü xing /." click here to view the abstract and table of contents, 2005. http://net3.hkbu.edu.hk/~libres/cgi-bin/thesisab.pl?pdf=b19816406a.pdf.

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8

Ting, Lai-na. "The poetry of Yu Guangzhong during his stay in Hong Kong (1974-1985) Yu Guangzhong ju Gang shi qi (1974-1985) shi ge yan jiu /." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41004668.

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9

Hui, Wai-ki, and 許偉祺. "A study of Lok Sin Tong free school (1925-1941) = Le Shan Tang yi xue jiao yu yan jiu (1925-1941)." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/196521.

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This dissertation constitutes a detailed investigation of the history of the Lok Sin Tong Free School. It discusses how benevolent societies expanded their service scope in Hong Kong, as well as how the reforms in the education system and teaching curriculum of mainland China affected those in Hong Kong in the 1930s. Lok Sin Tong, one of the most remarkable charitable organizations in pre-war Hong Kong, formally expanded into the education field in 1929 with the establishment of the Lok Sin Tong Free School. The School was located at 32 Dai Tit Street, and its aim was to provide free education to children from Kowloon City who had formerly been deprived of schooling. The School began accepting male applicants in 1930. The first principal was Tam Kit-Sang, and the second was Wong Bun-Po. The School offered primary education and a four-year curriculum focusing on Chinese education. By 1938, when a new campus was established, the School’s number of students exceeded 300. However, soon after the outbreak of the Pacific War and Japanese occupation of Hong Kong in December 1941, the School was forced to close its doors. This dissertation comprises six chapters. The first defines the term “free school” and reviews the history of research on the Lok Sin Tong Free School. The second chapter outlines the historical development of Kowloon City and the Kowloon Walled City prior to 1941, and discusses how the local Kowloon City culture was key to the reestablishment of Lok Sin Tong’s services in the late 1920s following a suspension of services early in the century. The third chapter traces the origins and narrates the development of Lok Sin Tong from 1880 to 1941, with an emphasis on the improvement in its services under the leadership of Tam Kit-Sang and Chan Cho-Chak. The fourth chapter investigates the Lok Sin Tong Free School between 1929 and 1941, with special attention paid to its size, the quality of its teachers, its administration, curriculum and pedagogy, and student performance. An evaluation of the School’s overall effectiveness on the basis of these criteria follows. The fifth chapter presents a comparative study of the teaching and learning activities of the Lok Sin Tong Free School and those of the (1) Long Jin Free School and (2) Tung Sin Tong Free School. This comparison reveals the transformation of and changes in Chinese education in Hong Kong. The last chapter concludes the dissertation with a discussion of the interactions among free schools, benevolent societies, and the local community and culture in Hong Kong.
published_or_final_version
Chinese Historical Studies
Master
Master of Arts
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10

Jin, Qiu. "Xin wen kuang jia yu "fu hao zhi xu" : dui Zhongguo "lao gong xin wen" zhi kuang jia yan jin de ge an yan jiu, 1979-2003 = News frames and the "symbolic order" : a case study of the evolution of the framing of workers in China, 1979-2003 /." click here to view the fulltext click here to view the abstract and table of contents, 2006. http://net3.hkbu.edu.hk/~libres/cgi-bin/thesisft.pl?pdf=b20208303f.pdf.

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11

Chan, Ho-yung. "A comparative study of Qian Mu and Yang Bojun's interpretations of Confucius' political thoughts with reference to Qian's Lunyu xinjie and Yang's Lunyu yizhu Qian Mu "Lun yu xin jie" he Yang Bojun "Lun yu yi zhu" dui Kongzi zheng zhi si xiang jie shi de bi jiao yan jiu /." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B42925952.

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Li, Men-dik. "The unfolding and transformation of Daoism in Hong Kong Xianggang dao jiao de fa zhan yu tui bian yan jiu /." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/HKUTO/record/B39558204.

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13

Wang, Peiqiu. "Yao tui tong zhi ya yu zhen ci "a shi xue" lin chuang zhi liao bi jiao yan jiu /." click here to view the abstract and table of contents, 2006. http://net3.hkbu.edu.hk/~libres/cgi-bin/thesisab.pl?pdf=b20009392a.pdf.

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14

Lu, Pei'er. "Xu shu "jiu qi" : Xianggang xiao shuo zhong de shi jian yu xu shi = Narrating "1997" : time and narrative in Hong Kong novels /." click here to view the fulltext click here to view the abstract and table of contents, 2006. http://net3.hkbu.edu.hk/~libres/cgi-bin/thesisft.pl?pdf=b19843926f.pdf.

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15

Wan, Yu-pui. "Time and space in Zheng Chouyu's poetry Zheng Chouyu shi de shi jian yu kong jian /." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B3963405X.

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Lau, Tak-him. "The use of Hong Kong vogue words in writing and the development of language education in Hong Kong "Xianggang chao liu yong yu ru wen" yu Xianggang yu wen jiao yu de fa zhan /." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B42926105.

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17

Poon, Hon-fong. "Dating the extant version of Kongcongzi a linguistic exploration = Jin ben Kong cong zi cheng shu nian dai xin kao : cong yu yan jiao du de kao cha /." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B40987905.

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18

Lei, Huiming. "Dui bi "Dong fang ri bao" yu "Da gong bao" de zi you xing kuang jia de yi tong /." click here to view the abstract and table of contents, 2005. http://net3.hkbu.edu.hk/~libres/cgi-bin/thesisab.pl?pdf=b19816534a.pdf.

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19

Luo, Meng. "Chong du "Hai shang hua lie zhuan" : kong jian, xu shi yu xian shi zhu yi /." View abstract or full-text, 2008. http://library.ust.hk/cgi/db/thesis.pl?HUMA%202008%20LUO.

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20

Au, Siu-lung. "'Nostalgia' and 'Panic' in Huang Biyun's Fiction Huang Biyun xiao shuo de "huai jiu" yu "kong huang" /." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B40675956.

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21

Tsang, Kwok-wah. "A study of bishop R.O. Hall's contribution (1895-1975) to Hong Kong education and social welfare He Minghua hui du (yi ba jiu wu zhi yi jiu qi wu) dui Xianggang zhi she hui ji jiao yu zhi gong xian /." Click to view the E-thesis via HKUTO, 1993. http://sunzi.lib.hku.hk/hkuto/record/B31950449.

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22

He, Jiahua. "Li yong shi xiang gong ju jin xing xie zuo qian gou si xun lian dui zuo wen cheng ji de ying xiang : kong zhi zu qian hou ce zhun shi yan she ji = The influence of prewriting training by using visual tools on achievement in Chinese composition : control group pre-test and post-test quasi experimental design /." click here to view the abstract and table of contents click here to view the fulltext, 2005. http://net3.hkbu.edu.hk/~libres/cgi-bin/thesisab.pl?pdf=b18517511a.pdf.

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23

Wang, Lianghe. "Shi guan de chong tu yu zhu liu de jing zhu : Xianggang ba, jiu shi nian dai shi tan de liu pai fen zheng--yi "Zhong Weimin xian xiang" ying zhao = The clash of poetic views and striving to be the centre : an exploration of the conflict between poetic schools in the 1980s and 90s in Hong Kong in the light of the "Chung Wai Man phenomenon" /." click here to view the abstract and table of contents, 2001. http://net3.hkbu.edu.hk/~libres/cgi-bin/thesisab.pl?pdf=b17040474a.pdf.

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24

Leung, Wai-ming. "The differences between the intended curriculum and implemented curriculum a subject-based case study on the C.E.E. Chinese language in Hong Kong : Jian yi ke cheng yu shi shi ke cheng de cha yi : Xianggang zhong xue hui kao Zhongguo yu wen ke ge an yan jiu /." Click to view the E-thesis via HKUTO, 2000. http://sunzi.lib.hku.hk/hkuto/record/B31961782.

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25

Chung, Ching-hong. "On the dating of Shangshu Kongzhuan : a linguistic perspective = Shang Shu Kong Zhuan shi dai xin kao : cong yu yan jiao du de kao cha /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?

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26

Cheung, Wing. "A comparative study on Chinese language teaching materials in primary schools of Hong Kong and of mainland China a textual approach = Xianggang he Zhongguo nei di xiao xue Zhongguo yu wen ke jiao cai bi jiao yan jiu : yi ke wen wei zhong xin /." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B4292652X.

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27

Yuen, Sin-ying, and 阮善盈. "Development of school for children with physical disability in Hong Kong = Xianggang zhi ti shang can xue xiao jiao yu de fa zhan." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/193006.

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This study aims at the development of School for Children with Physical Disability in Hong Kong. From the first hospital school established by Hong Kong Red Cross those children studied in a ward, to seven well-equipped Special Schools for Children with Physical Disability that many of children with Physical Disability have been benefited. However, there are no structured literatures that could illustrate the history. This study try to find out the major stakeholders, Sponsoring Bodies and Hong Kong Government, their roles and interaction between them in the sixty years history of the development of School for Children with Physical Disability in Hong Kong. The history has divided into five periods, which presented in Chapter Four. In Chapter Five, based on the history presented in Chapter Four, these historical, social and economical factors affecting the decision making of Sponsoring Bodies and Hong Kong Government would be examined. It is found that the influence of Sponsoring Bodies has being weakened during those sixty years, while the influence of Hong Kong Government has been strengthening. However, the changing damage the relationship between them, it might not lead a better future for the development of School for Children with Physical Disability in Hong Kong.
published_or_final_version
Chinese Historical Studies
Master
Master of Arts
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28

廖麗暉 and Lai-fai Liu. "Chinese temple and Chinese community in colonial Hong Kong : a case study of Man Mo Temple in Sheung Wan = Hua ren miao yu yu zhi min di de Xianggang Hua ren she hui : yi Shanghuan Wen wu miao wei yan jiu ge an." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/192998.

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The Man Mo Temple（文武廟）Compound on Hollywood Road, Sheung Wan, which comprises three blocks, namely Man Mo Temple, Lit Shing Kung （列聖宮） and Kung Sor（公所）, were built in 1847 . The Temple was built mainly for the worship of Man Cheong (God of Literature, 文昌) and Mo Tai (God of Martial Arts, 武帝). It was important assembly hall where Chinese people discussed issues and resolved disputes in early colonial period. The Temple represented the traditional social organization and religious practices of the Chinese community in the past. The aim of this study examines the development of Man Mon Temple from 1840s to 1908. This thesis contains six main chapters. The first chapter is literature review of previous researches for Man Mo Temple, as well as presents the objectives and methodology of the thesis. The second chapter explores the reasons for its establishment. The third chapter describes the development of architecture of temple. The forth chapter describes and analyses the Guandi worship （關帝信仰）and Wenchang belief （文昌信仰）in Hong Kong. The fifth chapter evaluates the significance of Man Mo Temple on different periods. The temple provided religious service, also as sponsor the charitable work of the Chinese community. It analyses the change of the temple’s function in colonial period. The final chapter is a conclusion how the Man Mo Temple shift to accommodate changing needs of the colonial development.
published_or_final_version
Chinese Historical Studies
Master
Master of Arts
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29

Kam-wah, Chow. "A study of the Chinese YMCA's contribution to education and social services in Hong Kong Xianggang Zhonghua ji du jiao qing nian hui dui Xianggang jiao yu ji she hui fu wu zhi gong xian /." Click to view the E-thesis via HKUTO, 2001. http://sunzi.lib.hku.hk/hkuto/record/B3195344X.

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Wong, Jum-sum James. "The rise and decline of cantopop a study of Hong Kong popular music (1949-1997) = Yue yu liu xing qu de fa zhan yu xing shuai : Xianggang liu xing yin yue yan jiu (1949-1997) /." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B31057330.

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Cheung, Kai-fai, and 張佳暉. "The relationship between morphological awareness and lexical ability of International Baccalaureate Middle Years Programme students in Hong Kong = Xianggang guo ji wen ping ke cheng zhong xue xiang mu xue sheng de yu su yi shi yu ci hui neng li guan xi yan jiu." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209677.

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近年來，香港有不少國際學校和直資學校開辦國際文憑課程（IB，International Baccalaureate），很多非華語學生選擇學習中文作為第二語言。然而，當中很多學生在使用詞彙上產生偏誤，而在二零零八年，香港教育局發布了《中國語文課程補充指引（非華語學生）》諮詢文件中，指出漢字的字形、聲調、語彙都是中文第二語言學習者的難點（香港課程發展議會，2008），這些難點均涉及語素。以往曾有不少研究，探討語素意識與詞彙知識習得的關係，因此，研究者期望以中文第二語言學習者作為研究對象，探討漢語語素意識與詞彙能力的關係。 本研究為量性研究，以語素意識與詞彙能力測驗和單元評估試卷來蒐集數據，並採用相關度測量研究方法分析數據，從而探討國際文憑課程中學項目學生在詞彙上的偏誤類型以及漢語語素意識與詞彙能力的關係，並提出建議以提升中文第二語言學習者的詞彙能力。本研究目的有三：（一）探究香港國際文憑課程中學項目學生在詞彙上的偏誤類型；（二）探究香港國際文憑課程中學項目學生的漢語語素意識與詞彙能力的關係；（三）歸納研究結果，並就教學和後續研究上提出具體建議，作為對外漢語教學之參考。 研究結果顯示，中文第二語言學習者的詞彙偏誤類型以「語音」為主，發展同音語素意識對於減少詞彙偏誤相當重要，此外亦需要加強發展部件規則的意識以及組字規則的概念，幫助他們掌握字形，對於減少詞彙偏誤亦有相當重要的作用。在漢語語素意識與詞彙能力的關係方面，中文第二語言學習者的語素意識對於詞彙能力有預測作用，同音語素意識對詞彙能力的預測作用大於同形語素意識的作用；而心理詞彙的語素意識、心理詞彙的數量及用詞能力三者有互相影響的關係，但仍需要進一步的研究。 International Baccalaureate (IB) Curriculum is adopted by more and more international schools and direct-subsidy schools in Hong Kong. At the same time, more and more non-Chinese speaking (NCS) students choose to study Chinese Language as a second language in IB curriculum. However, the vocabulary learning is one of the difficulties when they learn Chinese. The Education Bureau has published ‘Consultation Paper on Developing a “Supplementary Guide to the Chinese Language Curriculum for Non-Chinese Speaking Students” ’ and points out those NCS students encounter difficulties in learning Chinese graphemes, tones, vocabulary, etc. These difficulties are related to morpheme. Many researchers have conducted to study on relationship between morphological awareness and lexical knowledge. This dissertation aims to study on the relationship between morphological awareness and lexical ability of IB Middle Year Programme (MYP) students in Hong Kong. This is a quantitative research. Data collection includes two tests of the morphological awareness and lexical ability paper-pencil tests and one summative unit test of Chinese Language subject in a school. IB MYP students of two classes participated in this study and their morphological awareness and lexical ability were tested and analyzed by the statistical analysis software. The objectives of the study are: (1) Analysis on the types of lexicon errors of IB MYP students in Hong Kong; (2) Analysis on the relationship between morphological awareness and lexical ability of IB MYP students in Hong Kong; (3) Suggestions on developing of morphological awareness in learning Chinese Language as a second language. The results find that most of the lexicon errors were related to the tones and radical components of Chinese character, it is suggested to develop the homophone awareness and the orthographic awareness of Chinese character to reduce the lexicon errors. The morphological awareness of students has influence on student’s lexical ability. The homophone awareness has a closer relationship with lexical ability. The morphological awareness of the mental lexicon has an influence on the amount of mental lexicon and the ability of using lexicon. It is suggested to develop the morphological awareness of students in teaching Chinese as a second language to further study the relationship between the development of morphological awareness and mental lexicon in the future.
published_or_final_version
Education
Master
Master of Education
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32

Ouyang, Sutong. "Leng zhan shi dai de shi jie wei ji yu Meiguo de ze ren : dui Laiyinhuoerde Nibuer hou qi zheng zhi shen xue de yan jiu = World crisis in cold war and American responsibility : on Reinhold Niebuhr's later political theology /." click here to view the abstract and table of contents click here to view the fulltext, 2005. http://net3.hkbu.edu.hk/~libres/cgi-bin/thesisab.pl?pdf=b1884280xa.pdf.

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Kam-wah, Chow. "A study of the Chinese YMCA's contribution to education and social services in Hong Kong = Xiang gang zhong hua ji du jiao qing nian hui dui xiang gang jiao yu ji she hui fu wu zhi gong xian /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25335169.

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Chow, Ping-wa Timothy. "A study of the educational activities of the Society of Jesus in Hong Kong : with special reference to the Kowloon Wah Yan College = Yesu hui zai Xianggang de jiao yu shi ye yan jiu: yi Jiulong hua ren shu yuan wei zhong xin /." View the Table of Contents & Abstract, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31636640.

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Wan, Deke. "Zang zu mu qu zheng zhi jie gou de bian qian : chong tu yu tiao shi = Change of the political structures in the Tibetan nomads areas : conflicts and adaptations /." click here to view the abstract and table of contents, 2001. http://net3.hkbu.edu.hk/~libres/cgi-bin/thesisab.pl?pdf=b16745991a.pdf.

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Chan, Lai-ying Joyce, and 陳麗英. "The relationship between creativity and Chinese oral proficiency of senior secondary students in Hong Kong = Gao zhong xue sheng chuang yi neng li yu Zhong wen shuo hua neng li de guan xi yan jiu." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/202302.

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In the Reform Proposals for the Education in Hong Kong published in 2000, it was clearly stated that the priotity of education in the 21st century should be ―to enable our students to enjoy learning, enhance their effectiveness in communication and develop their creativity and sense of commitment‖. This paper aims to respond to two of the aspects — the enhancement of effectiveness in communication and the development of students’ creativity. For years, schools have focused on promoting students’ creavity in reading and writing, but not in speaking. In fact, among the various language skills, ‘speaking’ is the skill students have to demonstrate the most in their daily interaction. Compared to reading and writing, the ability to express one‘s views verbally in a creative manner can give rise to more direct interaction, acting as a genuine reflection of a student’s wisdom, knowledge, capability and potential. It is also a lifelong skill that students can apply when they join the workforce in the future. It is therefore meaningful to place emphasis on cultivating students’ creativity in speaking. This research aims to explore the correlation between the Chinese oral proficiency and creative ability of senior secondary students in Hong Kong based on existing theories on the development of creativity and speaking. Target participants, recruited from two aided secondary schools of different abilities, receive training on speaking and creative thinking, and analysis is done adopting both the quantitative and qualitative approaches. Students of each school are first randomly divided into two groups — the experimental group and control group. Students of both groups are required to take a pre-test and a post-test, as well as complete a set of questionnaire in each session. Results obtained are compared and contrasted to gauge the changes in their oral proficiency and creative ability. In between the tests, the experiemental group receives seven experimental design lectures on News and Report, one of the elective modules of the NSS curriculum in Chinese Language Education, while the control group receives lectures on News and Report which reference on the samples from Education Bureau only, no experimental design lectures will be delivered. In the end, the three teachers involved in the study were interviewed, during which the teachers offered their observations on the change in the students’ learning behaviour and attitude. Based on the data collected from the administration of tests, questionnaires and interviews, the following conclusions are made: first, there is a correlation between oral proficiency and creative ability; second, students’ attitude and values have a direct impact on the effectiveness of the module; third, the Speaking and Creativity Assessment rubric used in the study proved to be successful in assessing the said abilities, enhancing learning effectiveness. Through the analysis of data collected, this research contributed to Chinese Language Education to some extent, especially in the teaching of oral proficiency and creativity. It opened up a new set of criteria for the assessment of creative speaking ability from different perspectives to ensure objectivity of results, offered diversified course materials that can effectively raise the standard of students’ speaking and critical thinking ability. 香港在2000 年教育制度改革建議中明確指出教育首要目標是培養學生成為「樂於學習、善於溝通、勇於承擔、敢於創新」的新一代，其中，本研究特別回應「善於溝通」和「敢於創新」這兩個重點。過往，學校及教師多注重學生閱讀能力及寫作能力創意的培養，而忽略說話能力的創意訓練。其實，在各種語文能力中，「說話」是學生日常生活最主要的表達能力。口語表達比閱讀及寫作語言起著更直接的交流及溝通作用，是一個人智慧、知識、能力、素質的綜合體現，是學生立足社會、終生受用的語文能力。因此語文教學以創意思維培養學生的說話能力是有實在意義的。 為探索本港高中學生口語表達和創意能力的相互關係，本研究以創造力(Creativity) 和說話能力訓練的理論為依據，對上述課題展開試驗及分析工作。本計劃以香港兩所不同程度的津貼中學學生的說話能力為研究對象， 施行融合創意和說話能力訓練的實驗教學模式。本研究採用量化和質化方式為主要研究的方法。首先， 每所學校的研究對象隨機分為實驗組 (Experimental Group) 和控制組 (Control Group)。兩組對象分別安排前測和後測來量度實驗前後的數據變化。在前測及後測之間， 實驗組將會進行結合了創意思維訓練元素的中國語文選修單元「新聞與報道」共七節課的教學，從而探究這次實驗課能否提高學生創意說話能力學習的成效。而控制組卻不會在實驗教學施行期間安排進行任何實驗教學，有關的課堂教學，只按照原本學校的「新聞與報道」課程進行。在公平的原則下，所有控制組的學生會在暑假補回教授有關的實驗課程知識。本研究同時在兩班實驗組學生發出前後兩次的問卷調查，以檢視受試者的說話能力及創意能力的變化。最後，訪問兩所受試學校參與研究的三位老師，以深入瞭解學生整體的學習行為和態度情意的改變。 透過分析實驗教學資料、問卷調查數據和訪談結果，本研究主要有以下幾方面的總結：第一，確立說話能力和創意能力的相互關係。第二，學生的學習態度和品德情意直接影響課程的學習成效。第三，本研究所採用的「說話及創意能力評量表」能客觀評估學生的說話及創意能力，促進學習效能。經各種測試及結果分析，本研究對中國語文教育作出了一些貢獻，尤其是在融合說話與創意能力方面，以提高學生說話和思考水平；開發創意說話能力的評核標準，包含多角度的評審考量為評核精神，以客觀的等級描述為評量依據；提供多元化的創意說話課程設計，有助提升學生的創意說話能力表現等多方面的意義。
published_or_final_version
Education
Doctoral
Doctor of Education
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37

Chow, Chin. "Code-mixing phenomenon among high-school students a case study of Hong Kong = Gao xiao sheng de yu ma hun he xian xiang : Xiang gang ge an yan jiu /." Click to view the E-thesis via HKUTO, 2004. http://sunzi.lib.hku.hk/hkuto/record/B3196364X.

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Yeung, Wai-sze. "Cross-subject implementation and assessment of modern Chinese poetry in Hong Kong secondary schools Zhong xue xin shi kua xue ke ke cheng de shi jian yu ping gu /." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37341145.

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Ng, Po-chu. "Writing about women and women's writing a study of Hong Kong feminine fiction in 80s and 90s = Shu xie nü xing yu nü xing shu xie : ba, jiu shi nian dai xiang gang nü xing xiao shuo yan jiu /." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36259019.

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40

Li, Kangdi, and 李康迪. "An investigative analysis on Hong Kong international school students' willingness to communicate in Chinese : in a Hong Kong ESF international school = Xianggang guo ji xue xiao xue sheng Han yu jiao ji yi yuan diao cha yu fen xi : yi Xianggang mou Ying ji guo ji xue xiao wei li." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209644.

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本研究探究了香港某所國際學校中漢語作為第二語言學習者的中文交際意願。研究對象主要是香港某英基國際學校的170名漢語學習者；主要採用定量的研究方法，通過研究者的課堂觀課和學生的“自我報告”（Self-report）來搜集數據，通過五個量表（背景變量量表、心理變量量表和課堂內外漢語交際意願量表）來實現研究；研究的內容包括學生們課堂內、外漢語交際意願的總體水平以及可能存在的差異，並總結前人研究發現，在新的研究背景下對一些可能存在影響關係的背景變量（年齡、性別、漢語水平、學習漢語的社會支持、母語、性格、對待學習漢語的態度）和心理變量（學習漢語時的焦慮、動機、自我覺察的交際能力）進行數據分析并驗證假設，通過SPSS19.0來付諸實現；最終就如何提高學生的課堂內、外漢語交際意願提出教學建議。 本次研究的主要研究發現有：（1）該國際學校漢語學習者的總體漢語交際意願水平偏低，介於“較低交際意願”和“中度交際意願”之間，而且課內漢語交際意願略高於課外漢語交際意願。（2）總體來看，男生和女生之間不存在漢語交際意願上的顯著差異，但在課內，女生比男生更容易不懂就問、更關注語言知識的細節；男生比女生更願意作為發言代表來公開表達自己觀點；在課外，男生比女生更願意在校園裡與陌生人說漢語，更願意和朋友們或者陌生人上網用漢語交流。（3）預科項目（DP）和中學項目（MYP）的學生群體間不存在漢語交際意願的顯著差異。但在課堂上，DP學生比MYP的學生更願意進行公開性的漢語表達，更願意深入探討相關問題，更願意進行一些總結概括能力較強的發言。（4）DP年級學生的漢語水平和交際意願呈顯著正相關，即漢語水平高越高，課內、課外和總體的漢語交際意願越高,漢語水平越低，課內、課外和總體的漢語交際意願越低。（5）在用漢語進行“主動性發言”上的意願，漢語水平高的群體明顯高於漢語水平低的群體，說明高水平漢語學習者更願意掌握交際的主動權。（6）學習漢語社會支持較多的群體表現出明顯更高的漢語交際意願，呈顯著正相關。（7）以廣東話作為母語的學生比以英語作為母語的學生具有更高的漢語交際意願，這種差異性在課堂外比課堂內體現得更為明顯。（8）性格較外向的學生比性格較內向的學生具有更高的課內漢語交際意願。（9）喜歡學漢語的學生比不喜歡學漢語的學生具有更高的課內、課外和總體漢語交際意願。（10）總體來看，學生學習漢語的動機和自我覺察的漢語交際能力都偏高，且兩者與課內、課外和總體漢語交際意願均呈十分顯著正相關，其中動機與課外方面相關性略大，而自我覺察的交際能力與課內方面相關性略大。學生的總體焦慮水平偏低，與課內、課外和總體交際意願均呈十分顯著負相關，與課內方面相關性略大課外方面。無論是課內還是課外漢語交際意願，“自我覺察的交際能力”對漢語交際意願來說是預測性最強的心理變量。 This research investigated Chinese as second language (CSL) learner’s willingness to communicate (WTC) both inside and outside classroom in one of international schools, Hong Kong. The research objects are 170 Chinese Language B learners from an English School Foundation (ESF) international school. The main methodology adopted here was quantitative method. Classroom observations by researcher and self-reports by students were firstly done to collect background data, and then five scales were employed to do the main investigation, including a WTC Inside–the-classroom Scales (WTCIS), a WTC Outside-the-classroom Scale (WTCOS), a Language Anxiety Scale (LAS), a Motivation Scale (MS) and a Self-perceived Communicative Competence Scale (SCCS). The research objectives were to explore the general situation of CSL learners’ WTC, and the specific characteristics as well as possible differences of their WTC inside and outside the classroom; then to further examine the possible affecting variables from both background and psychological perspectives including gender, age, Chinese language proficiency, mother tongue, social support, personality and attitudes towards learning Chinese, which were regarded as background variables, and language anxiety, motivation and self-perceived communicative competence, which were regarded as psychological variables. After that, data was processed and analyzed by SPSS 19.0 for hypothesis verification. Finally, pedagogical implications on how to improve CSL learners’ WTC both inside and outside classroom were generalized from the study. 　　The major findings showed that: (1) the general WTC of CSL learners from this school were slightly on the low side, between the Lower and Middle level, and the WTC inside the classroom was comparatively higher than outside of classroom. (2) On overall WTC, there was no significant difference between male and female students. But inside the classroom, girls were more likely to ask questions and pay more attention on language details than boys, while boy were more active to be the presenters and voice out in public. Outside the classroom, boys were more willing to communicate with strangers or chat online with friends in Chinese. (3) No significant WTC difference was found between Diploma Program (DP) and Middle Years Program (MYP), but DP CSL learners showed more willingness to make public speech, to be more of an inquirer in problems, and to do more generalization in speaking. (4) Among DP group, significant positive correlation was found between language proficiency and WTC, suggesting that the more proficient CSL learners showed higher WTC, and vice versa. (5) The more proficient group were more willing to speak Chinese voluntarily than the less proficient ones, implying that the more competent language learners are more likely to the take the initiative in communication. (6) CSL learners with more social supports to learn Chinese showed higher WTC, and a significant positive correlation was found here. (7) Students with Cantonese as mother tongue had higher WTC than their English as mothertougue counterparts, and this difference was more obviously outside of classroom. (8) Extroverted students showed significantly higher WTC inside of the classroom than the introverted. (9) Students who liked learning Chinese demonstrated higher WTC than those who didn’t. (10) Students’ motivation to learn Chinese and their SPCC were both on the high side, and both correlated positively on WTC, with motivation correlated more closely on outside WTC while SPCC more on inside WTC. Students showed slight lower anxiety level in speaking Chinese. Anxiety had significant negative correlation with WTC, and it mattered more inside than outside of classroom. No matter for WTC inside or outside, SPCC was the most predictive variable among the three.
published_or_final_version
Education
Master
Master of Education
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41

So, Kit-yuk. "A case study on the writing development of a Cantonese-speaking child in Hong Kong Yue yu er tong xie zuo neng li fa zhan de ge an yan jiu /." Click to view the E-thesis via HKUTO, 1995. http://sunzi.lib.hku.hk/hkuto/record/B31958266.

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42

Guo, Zhenglin. "Cun min zi zhi yu dang de ling dao : Zhongguo nong cun dang zheng guan xi de lei xing yan jiu = Village self-government and leadership of Chinese Communist Party : study on the types of the relation between the party and village government /." click here to view the abstract and table of contents, 1999. http://net3.hkbu.edu.hk/~libres/cgi-bin/thesisab.pl?pdf=b1564621xa.pdf.

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43

He, Zhiyong. "Lun Weilian Debusiji de "zhi hui she ji lun" : dui dang dai "zhi hui she ji lun" yu "jin hua lun" de zheng lun de pi pan xing shen shi = On William Dembski's theory of "intelligent design" : a critical examination of the contemporary debate between "intelligent design" and "evolutionism" /." click here to view the fulltext click here to view the abstract and table of contents, 2006. http://net3.hkbu.edu.hk/~libres/cgi-bin/thesisft.pl?pdf=b19529417f.pdf.

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44

Hsu, Chi-ning, and 徐其寧. "Confucian Scholar Practice and Ritual Code:The Research of Kongzi Jia Yu Thought." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/q73gcb.

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博士
國立清華大學
中國文學系
102
The thesis focus on Kongzi Jia Yu’ thought. Alhought Kongzi Jia Yu’ documents can trace to pre-Chin period, but edited by later generations. That makes Kongzi Jia Yu’ thought present Han-Wei intellectualism trendy. Main intention is “ritual”, including guan-ceremony, wedding ceremony, funeral ceremony, and elite's virtues. Those examples of ceremony have emotion trendy, accord with Wei-Jin dynasties. Laozi “Sun and Yi” concept become oneself and maintain oneself. Through “knowing rite” Confucianists not only the paragon of literati, but can build the bureaucrat system. Base on “Confucius’ words” Kongzi Jia Yu is canon of literati and system. Confucian scholar practice is paragon of literati, ritual code is paragon of system. “Confucius Home Schooling” theory is not conform to Confucianism development on pre-Chin and classics thoughts on Han dynasty. The academic circle think that can be the evidence of Kongzi Jia Yu has a complete definitive edition is not true. Those Confucius documents viewed extensively on pre-Chin and Han dynasty. Sho Yuan used it to remonstrate emperor, Han Shi Wai Zhuan used it to construct Confucian literati behavior. Those “Ju-Chia-Che-Yen”（Confucius’ words） preserve Confucius record, can be Confucius theory supplements.
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"香港教師團體的國民教育觀: 教協及教聯的符號學比較分析." 2006. http://library.cuhk.edu.hk/record=b5896490.

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李紹宏.
"2006年8月"
論文(哲學碩士)--香港中文大学, 2006.
參考文獻(leaves 243-262).
"2006 nian 8 yue"
Abstracts in Chinese and English.
Li Shaohong.
Lun wen (zhe xue shuo shi)--Xianggang Zhong wen da xue, 2006.
Can kao wen xian (leaves 243-262).
Chapter 第一章： --- 導言 --- p.1
Chapter 1.1 --- 研究背景：香港政治文化與國民教育取向 --- p.2
Chapter 1.2 --- 教師團體 --- p.7
Chapter 1.2.1. --- 教協簡介 --- p.7
Chapter 1.2.2 --- 教聯簡介 --- p.9
Chapter 1.3 --- 過渡期的政治變化與國民教育的關係 --- p.11
Chapter 1.4 --- 回歸前後的國民教育議題論爭 --- p.16
Chapter 1.5 --- 研究意義 --- p.33
Chapter 1.6 --- 章節安排 --- p.34
Chapter 第二章： --- 硏究理論 --- p.36
Chapter 2.1 --- 「民族主義」簡介 --- p.36
Chapter 2.2 --- 「中國」分析-回應西方民族主義理論 --- p.39
Chapter 2.2.1 --- 對「中國」的質疑 --- p.40
Chapter 2.2.2 --- 杜贊奇與葛兆光等理論 --- p.42
Chapter 2.2.3 --- 「文化中國」的認同 --- p.47
Chapter 2.2.4 --- 小結 --- p.49
Chapter 2.3 --- 身份認同 --- p.49
Chapter 2.3.1 --- 有關「身份認同」 --- p.50
Chapter 2.3.2 --- 有關「民族認同」 --- p.51
Chapter 2.4 --- 中國民族主義：對外戰爭與「創傷記憶」的民族意識 --- p.54
Chapter 2.5 --- 「創傷記憶」與「驕傲盛世」回憶的民族主義--中國人身份的回溯 --- p.58
Chapter 第三章： --- 研究設計 --- p.64
Chapter 3.1 --- 硏究問題 --- p.64
Chapter 3.2 --- 硏究起點 --- p.65
Chapter 3.3 --- 硏究對象 --- p.67
Chapter 3.3.1 --- 《教協報》及《香港教育》簡介 --- p.67
Chapter 3.3.2 --- 本硏究的選材及標記 --- p.67
Chapter 3.4 --- 硏究方法 --- p.68
Chapter 3.4.1 --- 質化研究法(Qualitative research) --- p.68
Chapter 3.4.2 --- 符號學分析方法 --- p.69
Chapter 第四章、 --- 神話的建立過程-對外仇恨的民族主義與國民教育（一） --- p.82
Chapter 4.1 --- 引言 --- p.82
Chapter 4.2 --- 教協 --- p.83
Chapter 4.2.1 --- 反日愛國與符號分析 --- p.83
Chapter 4.2.2 --- 反日與國民教育 --- p.89
Chapter 4.3 --- 教聯 --- p.92
Chapter 4.3.1 --- 反日愛國與符號分析 --- p.92
Chapter 4.3.2 --- 反日與國民教育 --- p.94
Chapter 4.4 --- 小結 --- p.96
Chapter 第五章、 --- 神話的建立過程-對外仇恨的民族主義與國民教育(二） --- p.99
Chapter 5.1 --- 引言 --- p.99
Chapter 5.2 --- 教協 --- p.99
Chapter 5.2.1 --- 反日愛國與符號分析 --- p.100
Chapter 5.2.2 --- 反日與國民教育-理性神話 --- p.103
Chapter 5.3 --- 教聯 --- p.107
Chapter 5.3.1 --- 反日愛國與符號分析 --- p.107
Chapter 5.3.2 --- 反曰與國民教育 --- p.108
Chapter 5.4 --- 小結 --- p.109
Chapter 第六章 --- 三個神話的確立 --- p.112
Chapter 6.1 --- 文字及圖片分析 --- p.112
Chapter 6.1.1 --- 系譜軸(Paradigm) --- p.112
Chapter 6.1.2 --- 毗鄰軸(Syntagm) --- p.113
Chapter 6.2 --- 歌曲及語言分析 --- p.118
Chapter 6.2.1 --- 歌曲介紹 --- p.119
Chapter 6.2.2 --- 符號分析 --- p.124
Chapter 6.3 --- 三個神話的建立 --- p.130
Chapter 6.3.1 --- 神話的建構過程 --- p.130
Chapter 6.3.2 --- 神話的延伸 --- p.136
Chapter 6.4 --- 小結 --- p.140
Chapter 第七章： --- 血緣神話認同-八九民運 --- p.144
Chapter 7.1 --- 引言 --- p.144
Chapter 7.2. --- 教協愛國及民主想像 --- p.144
Chapter 7.3. --- 教聯黨國不分的矛盾 --- p.157
Chapter 7.3.1 --- 對中共的批評與隱晦 --- p.159
Chapter 7.3.2 --- 「自我失語」與「失憶」的教聯六四歷史 --- p.164
Chapter 7.3.3 --- 教導六四史的方法--客觀理性的歷史教育還是失憶教育？ --- p.166
Chapter 第八章 --- 回蹄神話(一）教聯 --- p.174
Chapter 8.1 --- 引言 --- p.174
Chapter 8.2 --- 民族恥´辱ؤ道德與回歸 --- p.177
Chapter 8.3 --- 奴化教育-救贖與回歸 --- p.186
Chapter 第九章 --- 回歸神話（二)教協 --- p.201
Chapter 9.1 --- 引言 --- p.201
Chapter 9.2 --- 民族恥辱-道德與回歸 --- p.201
Chapter 9.3 --- 回歸矛盾-血緣神話 --- p.205
Chapter 9.4 --- 小結-教聯及教協回歸的取態 --- p.216
Chapter 第十章 --- 結論 --- p.225
Chapter 10.1 --- 總結--回應第一個問題 --- p.225
Chapter 10.2 --- 後現代的質疑 --- p.226
Chapter 10.3 --- 批判與國民教育-回應問題二 --- p.229
Chapter 10.4 --- 研究的起點與啓示-民族身份的反思、教師的反省 --- p.233
Chapter 10.5 --- 硏究的貢獻、限制與啓發 --- p.236
Chapter 10.5.1 --- 硏究的貢獻及特色 --- p.237
Chapter 10.5.2 --- 研究限制 --- p.237
Chapter 10.5.3 --- 未及的討論 --- p.240
Chapter 10.6 --- 後記 --- p.241
參考資料 --- p.243
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46

"Union response to the accountability discouse in education policy: a case study of Hong Kong Professional Teachers' Union." 1999. http://library.cuhk.edu.hk/record=b5889955.

Full text
Abstract:
Chik Pun-shing.
Thesis (M.Phil.)--Chinese University of Hong Kong, 1999.
Includes bibliographical references (leaves 120-127).
Abstracts in English and Chinese.
Chapter 1 --- INTRODUCTION --- p.4
Chapter 2 --- HISTORICAL BACKGROUND --- p.10
Chapter 2.1 --- The provision of mass education --- p.10
Chapter 2.2 --- Llewellyn Report --- p.13
Chapter 2.3 --- The pursuit of quality --- p.17
Chapter 2.4 --- Chapter summary --- p.20
Chapter 3 --- THEORETICAL BACKGROUND --- p.22
Chapter 3.1 --- Policy discourse --- p.22
Chapter 3.2 --- Conceptualization of accountability --- p.26
Chapter 3.3 --- Teacher unionism --- p.30
Chapter 3.4 --- Chapter summary --- p.34
Chapter 4 --- RESEARCH DESIGN --- p.36
Chapter 4.1 --- Research aim --- p.36
Chapter 4.2 --- Research method --- p.38
Chapter 4.3 --- Limitations of the study --- p.44
Chapter 4.4 --- Chapter summary --- p.46
Chapter 5 --- CAPITALISTIC BACKLASH AGAINST EQUALITY --- p.47
Chapter 5.1 --- no local demand for equality --- p.47
Chapter 5.2 --- Equality policy imported --- p.48
Chapter 5.3 --- Policy makers' disbelief in equality --- p.49
Chapter 5.4 --- Equality for prosperity --- p.51
Chapter 5.5 --- Unionists' quest for equality --- p.55
Chapter 5.6 --- Redefining the rule of the game --- p.61
Chapter 5.7 --- Chapter summary --- p.66
Chapter 6 --- ACCOUNTABLE FOR MANAGEMENT INSTEAD OF QUALITY --- p.67
Chapter 6.1 --- In the name of public fund --- p.67
Chapter 6.2 --- Managerial accountability preserved --- p.70
Chapter 6.3 --- Quid pro quo accountability --- p.71
Chapter 6.4 --- Cultivating quality values --- p.71
Chapter 6.5 --- Cultural re-engineering --- p.73
Chapter 6.6 --- Quality indicators --- p.74
Chapter 6.7 --- Negligible measures for the Unionists --- p.76
Chapter 6.8 --- Necessary check and balance --- p.77
Chapter 6.9 --- Grassroots quest for reform --- p.79
Chapter 6.10 --- "Materialistic ""Pegging Salary on Effectiveness""" --- p.82
Chapter 6.11 --- Chapter Summary --- p.85
Chapter 7 --- DISCURSIVE AND DISCIPLINARY PROFESSIONALISM --- p.86
Chapter 7.1 --- The state disciplines without counter-action --- p.86
Chapter 7.2 --- Professionalism： Normalize or empower --- p.91
Chapter 7.3 --- Professionalism for control --- p.95
Chapter 7.4 --- """Plain"" professionalism" --- p.99
Chapter 7.5 --- The Union road to professionalism --- p.102
Chapter 7.6 --- The mass line --- p.103
Chapter 7.7 --- Political struggle --- p.106
Chapter 7.8 --- Chapter summary --- p.108
Chapter 8 --- CONCLUSION --- p.110
Chapter 8.1 --- Capitalistic imperative versus value addition --- p.110
Chapter 8.2 --- State control versus the quest for autonomy --- p.112
Chapter 8.3 --- Professional discourse versus empowerment --- p.114
Chapter 8.4 --- Implications of this research --- p.116
Chapter 9 --- APPENDIX --- p.119
Chapter 9.1 --- List of abbreviations --- p.119
Chapter 10 --- REFERENCES --- p.120
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47

"敎育團體在香港敎育政策釐訂過程中的角色: 香港敎育專業人員協會個案硏究 = The role of educational body in the educational policy-making process of Hong Kong : the case study of Hong Kong Professional Teachers' Union." 譚秉源], 1996. http://library.cuhk.edu.hk/record=b5895695.

Full text
Abstract:
譚秉源.
論文(哲學碩士) -- 香港中文大學硏究院敎育學部, 1996.
參考文献 : leaves iii-xvi (3rd group).
Tan Bingyuan [Tam Ping Yuen].
Chapter 第一章 --- 問題闡述
Chapter 第一節 --- 前言 --- p.1
Chapter 第二節 --- 槪念的界定 --- p.3
Chapter 第三節 --- 硏究背景 --- p.4
Chapter 第四節 --- 硏究問題綜述 --- p.12
Chapter 第二章 --- 文獻評述
Chapter 第一節 --- 政策分析及政策釐訂過程 --- p.14
Chapter 第二節 --- 現代資本主義國家內的政策釐訂過程 --- p.15
Chapter 第三節 --- 協同主義 --- p.21
Chapter 第四節 --- 敎育政策的釐訂架構 --- p.25
Chapter 第五節 --- 敎育團體與教育政策釐訂 --- p.32
Chapter 第六節 --- 理論總結與香港現實的剖析 --- p.34
Chapter 第三章 --- 硏究設計
Chapter 第一節 --- 硏究意義 --- p.41
Chapter 第二節 --- 研究目的 --- p.42
Chapter 第三節 --- 硏究問題 --- p.43
Chapter 第四節 --- 硏究範圍 --- p.44
Chapter 第五節 --- 硏究方法 --- p.45
Chapter 第六節 --- 硏究架構 --- p.47
Chapter 第七節 --- 硏究設計 --- p.4 9
Chapter 第四章 --- 香港敎育政策個案分析一 中學敎學語文政策（1974一一19 8 5)
Chapter 第一節 --- 簡述 --- p.50
Chapter 第二節 --- 政策的背景和內容 --- p.51
Chapter 第三節 --- 政府對中學敎學語文政策的立場 --- p.60
Chapter 第四節 --- 敎協對中學敎學語文政策的立場 --- p.63
Chapter 第五節 --- 敎協與政府就中學敎學語文政策爭論的焦點 --- p.66
Chapter 第六節 --- 節敎協與政府就中學敎學語文政策問題的爭持行動 --- p.72
Chapter 第七節 --- 敎協和政府就本政策釐訂所作的敎育互動 --- p.77
Chapter 第八節 --- 對本個案的理論分析 --- p.81
Chapter 第五章 --- 香港敎育政策個案分析二 中學敎學語文政策(19 8 ´6´ؤؤ1996)
Chapter 第一節 --- 簡述 --- p.88
Chapter 第二節 --- 政策的背景和內容 --- p.89
Chapter 第三節 --- 政府對中學敎學語文政策的立場 --- p.9 7
Chapter 第四節 --- 敎協對中學敎學語文政策的立場 --- p.101
Chapter 第五節 --- 敎協與政府就中學敎學語文政策爭論的焦點 --- p.104
Chapter 第六節 --- 敎協與政府就中學敎學語文政策問題的爭持行動 --- p.107
Chapter 第七節 --- 敎協和政府就本政策釐訂所作的敎育互動 --- p.115
Chapter 第八節 --- 對本個案的理論分析 --- p.119
Chapter 第六章 --- 香港敎育政策個案分析三 初中會考及初中成績評核政策
Chapter 第一節 --- 簡述 --- p.123
Chapter 第二節 --- 政策的背景和內容 --- p.124
Chapter 第三節 --- 政府對初中會考及初中成績評核政策的立場 --- p.129
Chapter 第四節 --- 敎協對初中會考及初中成績評核政策的立場 --- p.131
Chapter 第五節 --- 敎協與政府就初中會考及初中成績評核政策爭論 的焦點 --- p.134
Chapter 第六節 --- 敎協與政府就初中會考及初中成績評核政策問題 的爭持行動 --- p.1 9
Chapter 第七節 --- 敎協和政府就本政策釐訂所作的敎育互動 --- p.144
Chapter 第八節 --- 對本個案的理論分析 --- p.147
Chapter 第七章 --- 香港敎育政策個案分析四 學習目標及目標爲本評估政策（英文簡稱TTRA )
Chapter 第一節 --- 簡述 --- p.151
Chapter 第二節 --- 政策的背景和內容 --- p.152
Chapter 第三節 --- 政府對學習目標及目標爲本評估政策的立場 --- p.161
Chapter 第四節 --- 敎協對學習目標及目標爲本評估政策的立場 --- p.163
Chapter 第五節 --- 敎協與政府就學習目標及目標爲本評估政策爭論的焦點頁 --- p.170
Chapter 第六節 --- 敎協與政府就學習目標及目標爲本評估政策問題的爭持 行動 --- p.183
Chapter 第七節 --- 敎協和政府就本政策釐訂所作的敎育互動 --- p.190
Chapter 第八節 --- 對本個案的理論分析 --- p.197
Chapter 第八章 --- 總結
Chapter 第一節 --- 簡述 --- p.203
Chapter 第二節 --- 關於敎協爲影響敎育政策釐訂所作敎育互動的分析 --- p.204
Chapter 第三節 --- 關於政府對敎協或整體社會所作敎育互動的分析 --- p.208
Chapter 第四節 --- 關於政府釐訂及推行敎育政策所採策略的分析 --- p.210
Chapter 第五節 --- 關於協同主義在香港的敎育政策釐訂過程中的體現分析頁 --- p.212
Chapter 第六節 --- 關於派系互動理性取向在香港敎育政策釐訂過程中的體 現分析 --- p.215
Chapter 第七節 --- 關於敎育團體影響敎育政策釐訂的效能分析 --- p.215
Chapter 第八節 --- 關於敎育團體在本港敎育政策釐訂過程中的角色 --- p.217
Chapter 第九節 --- 本硏究的意義 --- p.219
Chapter 第十節 --- 本硏究的限制 --- p.220
Chapter 第十一節 --- 結語 --- p.221
註釋 --- p.i
參考文件 --- p.iii
中文參考書目 --- p.x
英文參考書目 --- p.xii
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