新编文档-研究设计与撰写报告的建议-精品文档.ppt

跨文化議題 -6 中國議題： 清楚地說明我們關心的原來便是中國的議題， 所以我們可以參考西方或其他地方發展的 理論和知識，但必須從中國的情況出發， 例如關於外資企業在中國起用本地的中高 層管理和技術人才的理論模型，便不太可 能與其他國家完全一樣。 跨文化議題 -7 西方或其他理論在中國的適用性： 研究問題是驗證西方或其他地方發展的理論是否同 樣適用於解釋中國社會的現象，當然，我們不應 該盲目驗證，最好是基於現有理論的來龍去脈和 對中國社會現象的分析，首先提出清晰的假說， 例如這些理論應如何修訂，才可更準確地描述中 國社會的現象，最後才進行驗證這些假說的針對 性研究。 跨文化議題 -8 In contrast to the educational system in the US, high school students in Hong Kong are assigned to science or arts streams after Grade 9. Except in a small number of special schools, most students are strictly confined to subjects within their stream of study. For example, a science student can study only subjects such as physics or chemistry and is not allowed to study literature and history. Similarly, a student who is assigned to the arts stream is generally not allowed to take chemistry no matter how strong his/her interest is in the subject. As a result, students in Hong Kong are basically separated into two groups (science vs arts) and confined to subjects within their groups after Grade 9. This education system is a good example of the environmental variable discussed by Holland (1985: 15- 18) that would affect the students' formulation of vocational orientations. 跨文化議題 -9 The second characteristic of the education system in Hong Kong is its strong bias towards the science stream. Due to the design of the examination syllabus and teaching methods, it has been a long tradition in Hong Kong that students have a strong positive bias towards the science stream in their high school education. The arts stream is widely perceived by students as the course of study for those who are not smart enough or strong enough to deal with mathematical and scientific symbols. As a result, students in the science stream are usually academically brighter and quite homogeneous in their abilities and interests, while students in the arts are much more varied. These special environmental characteristics lead us to the hypothesis that scienc