HKIER

Abstract

Because of the extreme non-interventionist philosophy of the Macau government, schools in Macau have developed with strong autonomy and almost no coordination. This makes a fascinating context for a study of comparative education, for almost every school is a system unto itself. Although the government is now making efforts to improve liaison, it is not yet possible to refer to a single Macau education system.

This paper exposes differences between the schools. To permit some depth, it focuses on the secondary level and on mathematics curriculum. Although at first sight mathematics might appear a universal subject with commonalities in education systems throughout the world, deeper analysis reveals a wide array of approaches and philosophies. On a methodological note, the paper illustrates the value of internal (as opposed to international) comparative education as a field of study.

摘要

由於政府以往對教育的極度不干預，澳門的學校大都是自力更生。所以它們都享有高度的自主權。在大家缺乏整體協作的情況下，每一間學校幾乎就是一個教育系統。雖然近年政府已增強與各校間的聯繫，但它們仍未能構成一個單一的系統。正就是這種情況下，它們便成為比較教育學者心目中的獨特而又富吸引力的研究對象。

本文會集中展示學校間的差異，為了能夠作更深入的分析，我們選取了中學的數學課程。直覺上，數學是一科頗為「中性」的科目，不同的學校、教育制度、以至國家所採用的數學課程似乎都有很多共通點，但深入的探討則揭示其在教學原理和取徑上的多向性。最後，以方法論這角度出發，本文說明「國內」（相對於國際）比較教育是一個有研究價值的方向。