亞洲輔導學報



Teachers’ Perceptions of a Reporting System for Learning and Development in an “Inviting School” in Hong Kong

2013.第20卷第1及2期(Vol. 20 Nos. 1 & 2).pp. 85–111
 

Teachers’ Perceptions of a Reporting System for Learning and Development in an “Inviting School” in Hong Kong

在香港一所啟發潛能學校內為了促進學習與成長的成績報告系統:教師的觀感

Y. B. CHUNG & Mantak YUEN(鍾耀斌、袁文得)

Abstract

This study was conducted in a Hong Kong secondary school and investigated teachers’ views of a nontraditional reporting system referred to as “the narrative student report.” The report facilitates delivery of descriptive feedback to students to encourage their development as self-regulated learners. A single location case-study was used with ethnographic components (long-term observation in natural setting, interviews, discussion). Information was collected mainly from observations and individual interviews with 15 teachers. The school is an “inviting school” that has adopted the Invitational Education model as a way of energizing students to realize their full potential. The findings here confirmed data from a previous study that examined students’ views of the same system. The students identified four crucial influences that affect the success of the system. To this list, teachers here have added three more influences — teachers’ shared beliefs, various learning opportunities, and teachers’ professional development. The findings are interpreted from the perspective of invitational education.

Keywords: feedback; inviting school; reporting system for learning and development

摘要

本研究在一所香港中學進行,旨在探討教師對一個新穎的成績報告系統(亦稱作「敘事式學生成績報告」)的看法。該成績報告向學生提供描述式的回饋,藉此鼓勵他們發展成為自主學習者。研究採用了定點單案例的方法,配合人類誌的部分策略(包括長時間在一個真實情境中觀察,訪談及討論)來進行,資料主要來自觀察,以及與校內十五位教師的個別訪談。研究在一所「啟發潛能學校」內進行,該校一直採用啟發潛能教育模式來推動學生發揮他們的潛能。是次研究結果肯定了之前探討學生對同一系統的看法。學生曾指出對該系統成功的四個主要影響因素,在此之上,教師在本研究中再多加三個因素,分別是教師的共同信念、不同類型的學習機會,以及教師的專業發展。本文會以啟發潛能教育的角度分析和討論這些發現。

關鍵詞:回饋;啟發潛能學校;促進學習與成長的成績報告系統