HKIER

摘要

亞洲絕大部分國家的學校教育制度的發展在不同程度上由篩選的性質轉變為普及的性質。學校教育的最重要目的，即學生的學習，出現了各式各樣的問題。為要了解這些問題，我們一定要對在篩選與普及教育下教師的教學與因此出現的學生學習的本質作出客觀而系統的分析和區分，並以此為基礎全面再建構課程、教學、教師教育等各類學校教育的知識。

本文先分析教育的「知識基礎」這個概念，隨著展示探討兩種教育制度本質的方法和歷程，從學習者的個別差異和學習動機分析，在兩種制度下教師與學生的教與學本質的分別，然後以這些分析結合著「知識基礎」的特徵作出初步的探討作結。

Abstract

The nature of education systems in most Asian countries has been developing a various stages from selective to universal. Students' learning, which is the most important goal of schooling, faces a lot of problems. In order to understand these problems, objective and systematic analysis of the distinctive nature of teaching and learning between selective schooling and universal schooling should be undertaken. Based on the above findings, the knowledge base of restructuring curriculum, teaching and teacher education can be developed.

The concept of "knowledge base" in education is being analyzed in the first part of the paper. The second section of the paper is devoted to the description of the process and methods of inquiry into the nature of selective and universal schooling. Based on the analysis of the differential treatment of learners' individual differences and motivations of the two kinds of schooling, the distinctive nature of teaching and learning is being delineated. The paper concluded with a synthesis of the above findings and the characteristics of "knowledge base".