「以兒童為中心」的理念在中、港的變奏與矛盾

近年亞洲各國探求創新教學法，以期改善教育及推動經濟發展。以兒童為中心的教學法即為一例。然而，這教學法的效益暫時仍不明顯。本文探討這教學法在中國內地及香港的實踐。作者從經濟角度探討它的出現背景，從文化角度探討實踐過程。作者經過多年在中、港課堂的觀察，歸納出六點供讀者思考：教學改革後面的經濟與文化關係、學校教育的抗變與求變能力、教學的漸變與根本的變、愉快與學習可否兼得、班級人數的影響、本土優勢與外來影響。作者希望這探討能幫助教師釐清教學改革的目的與手段，從而更好地發揮改革執行者的作用。

關鍵字

兒童中心；教學革新

並列摘要

The child-centred approach is an example of the search for innovative teaching as a means of improving the quality of education and fostering economic development in East Asian countries in recent years. The outcome of this attempt has been inconclusive.This article examines its adaptation to classrooms in mainland China and Hong Kong.It seeks to understand its emergence as a policy in the economic perspective and its process in implementation in the cultural one. Drawing on her classroom observations in both societies, the author proposed six interrelated themes: the economic and cultural relationship behind reforms in teaching, the resistance and change potential in schooling, the compatibility (or lack of it) of joy and learning, class size, and the relative influence of indigenous and foreign cultures.It is hoped that a rigorous understanding of the purpose and means of education reform will help teachers fulfill their role as change agent more effectively.