Journal of Basic Education



新轉全日制小學──教師的期望與實際情況

1994.第5卷第1期(Vol. 5 No. 1).pp. 51–62
 

新轉全日制小學──教師的期望與實際情況

Whole-day Schools: Teachers' Expectations and the Reality

冼婉紅、鄭可傑、張雁凌、李慧貞、蘇淑冰、林智中(Yuen-Hung SIN, Ho-Kit CHENG, Ngan-Ling CHEUNG, Wai-Ching LI, Sock-Bing SO, & Chi-Chung LAM)

摘要

一直以來,學者、教育工作者和教育當局都認為將半日制小學改為全日制是提高教育效果的有效方法。教師是政策改革的泉源和動力,亦教育政策及課程的實施者,他們對全日制的期望和在全日制施行的過程初中所面對的現實情況,對改革推行的成功與否起著重要的影響。

本研究的目的為要了解學校在轉制時教師對全日制的期望和學校的實際情況,它們之間的差異和原因,藉以引起更多人在此方向有更多及更深入的探討。

本研究採用調查研究法(survey),傑中研究於1993年轉為全日制中有十六班或以上班級的學校。從每間學校選取一名教師進行半結構式訪問(semi-structured interview),每次訪問約二至三小時。研究者將訪問錄音,筆錄後交被訪者過目(correspondent validation),然後才進行分析。

這個研究令我們察覺到單單延長留校時間是不能達到全日制提高教育質素的目標的甚而帶來的問題。要好好發揮全日制的功能,必須深入了解全日制學校運作上與半日制不同的地方,規劃以如何實施,提供支援,如培養教師和校內行政人員等。

Abstract

Many academics, educators and the education authority see converting half-day schools to whole-day schools as an effective means of enhancing educational quality. Teachers are both initiators and implementors of educational changes. Their expectations and the problems teachers face when implementing the whole-day school policy have significant impact on the success of the policy.

This study aims at revealing the expectations of teachers and the reality in schools which have newly adopted the whole-day scheme. It is hoped that this study will reveal new grounds for more in-depth studies into this area.

This research was a survey of recently converted whole-day schools with 16 or more classes. One teacher from each of the sample schools was selected to attend a semi-structured interview which lasted for 2 to 3 hours. The interviews were tape-recorded. Respondents were invited to validate the transcripts before they were analysed.

It is found that extending the schooling hours alone did not help improve the quality of education. Indeed, some new problems were created when schools adopted the whole-day policy. If the potentials of whole-day schools are to be materialised, the implementation process must be better planned. We need to explore the differences between the operation of the half-day and whole-day schools. Support such as staff development programmes for teachers and school administrators should also be provided.