習近平總書記曾指出:“學校作為塑造靈魂、塑造生命的重要場所,是培育和踐行社會主義核心價值觀的主陣地,要充分發揮學校教育的基礎作用;他同時強調一種價值觀要真正發揮作用,必須在落細、落小、落實上下功夫。”友善是社會主義核心價值觀個人層面的重要內容,如何把友善價值觀在不同社會群體中落細、落小、落實,是一項系統復雜的研究工程。本文以文獻研究法、文本分析法、數據分析法為主要研究方法,以培生香港出版社出版的《生活與社會課》教材為研究對象,從教科書的教育理念、教材內容以及教材呈現方式等方面對香港中學生接受“友善”教育情況進行研究。本文包括以下五個部分。第一部分為緒論部分。主要是對本課題的研究進行背景說明和文獻綜述。該部分通過對“友善”的研究、對“友善教育”的研究、對香港德育教材的研究進行文獻綜述,同時明確了本文的研究方法,確立了全文的研究框架。第二部分是論文相關概念的界定與闡釋,結合論文分別從“友善”和“友善教育”兩個概念出發,從不同的角度解釋“友善”的釋義,進而分析友善教育的重要性和必要性,為整篇論文奠定基礎。第三部分,是對香港中學生的“友善”教育理念的研究,首先是了解“友善”在香港形成的歷史背景,從中華民族傳統文化、香港殖民地歷史和中西文化交融環境三個角度展開,在此基礎上探討香港中學的教材的框架體系是如何體現“多元包容”理念。第四部分,是對香港中學生的教材內容的分析。文章通過對《生活與社會科》教材內容的分析總結香港教育過程中如何培養學生與己友善、與人友善和與社會友善,每一部分結合教材的主題和每節課的課題內容展開分析。第五部分,是對教材特點的分析,通過前文關於教材內容的總結,進一步梳理教材的框架結構,淺析香港中學友善教育在教材中如何呈現,教材如何在“知行統一”的教育目標下實現對於學生的友善教育。第六部分,結合當前中國大陸德育工作形勢與挑戰重新審視《生活與社會科》,從中挖掘對中學生德育教材理念、教材呈現方式以及德育工作與生活實踐之間的關係的啟示。

THE main purpose of this study was to explore a teacher's and her students' perspectives on practices designed to enhance the self-esteem of students in an aided secondary school in Hong Kong. Interviews were conducted with a local teacher of English and her female students. The findings from the interview with the teacher support a view that teachers do play a vital and planned role in developing teenagers' academic self-esteem. The teacher used a wide variety of methods inside the classroom, such as offering extrinsic rewards and facilitating the process of attaining goals. The students considered that among the teacher's different practices, the facilitation of achieving social goals was the most effective for building their academic self-esteem in the long term. Based on the findings, recommendations are made for teachers to enhance students' academic self-esteem inside the classroom. 是次研究的主要目的是從一位於香港津貼中學任職的教師及其學生的角度，探討其教學方法對提高學生自尊的成效。此研究是透過面談，訪問了一位教授英語的本地中學教師及其十名女學生。從老師的面談結果中，顯示教師於發展青少年的學業自尊過程裡，扮演著一個不可或缺的角色。該受訪教師在課堂中使用多種不同的教學方法，如對學生提供外在的獎勵、協助學生達成目標等。而學生們則認為，最有效建立長期學業自尊的方法，則是老師協助自己實現社會目標。根據調查結果，是次研究會為教師提供建議，以提高學生的學業自尊。
[Copyright of Hong Kong Special Education Forum is the property of Special Education Society of Hong Kong Ltd.. Full article may be available at the publisher's website:
https://sites.google.com/a/seshk.org.hk/seshk-org-hk/c_publication]

This study explores school-related issues that cause worry and concern for 590 students, aged 11 to 17, in a typical secondary school in Hong Kong. A 36-item questionnaire in Chinese language was used to probe the extent to which the students worried about apecific matters related to studies, examinations, homework, learning English as a second language, peer-group friendships, teacher-student relationships, and the learning environment in the school. Results indicated that in general both male and female students shared fairly similar concerns, and they worried most about aspects of study and examinations. Males and females also expressed some degree of concern over aspects of homework and learning English as a second language. In general, fewer worries were related to friendship issues, teacher-student relationship, and the learning environment. Our analyses identified a few statistically significant gender differences, and differences related to age and the achievement level of the students.The findings are discussed against the background of literature from over fifty years of research into children's worries, and also in the context of the implementation of comprehensive counselling and guidance programs in the case school. 本研究對香港一間典型中學的 590名年齡界乎11至17歲的學生進行訪問，探討他們有關學校事務的擔憂及關注。本研究採用了一份中文問卷，其中共有36個項目，旨在調查受訪學生對一些特定事情的擔憂程度，包括學習、考試、家課、學習英語作為第二語言、同輩友誼、師生關係和校內學習環境。調查結果顯示男學生和女學生都有相似的關注事項，他們最擔心的是學習和考試；對家課和學習英語作為第二語言亦表示有一些擔心。一般而言，只有少部分學生表示擔心同輩友誼、師生關係和校內學習環境。最後，本研究的結果與過去五十年的文獻資料作討論和比較，當中包括個案學校的全方位輔導計劃的執行情況。
[Copyright of Hong Kong Special Education Forum is the property of Special Education Society of Hong Kong Ltd.. Full article may be available at the publisher's website:
https://sites.google.com/a/seshk.org.hk/seshk-org-hk/c_publication]