~月二十年五七九一圈公年四十六國民撃中
育教備
-期星
報日僑華
WAH KIU YAT PO
真四第張五第日九廿月十年卯乙歷駸
・
一般,正如一條酸陋的毛虫轉化爲一隻美麗的蝴 「爲教育具有轉化的(TRANSFORMATIVE) 功 BOZER
--TATEER-BATEUR (二)推行强迫教育......上西方效育學者說
())697-
嚴刑與教育
MED INTO A BUTTERFLY) ENE - SE (A CATERPILLAR IS TRANSFOR-
《文天祥)的磅礡正氣;教育會指示出們以「太 「孔日成仁,孟日取義,惟其癡盡,所以仁至」 名著也」《孟子》的犧牲精神;教育會培對他們 5,亦我所欲也;二者不可得,捨生而取羲| 仁,母求生以仁」(論語)、「生·亦我所欲也 ) 的博愛精神;教育會鼓勵他們沒有殺身以成 幼有所長」戰記),「推恩足以做四海之玉于 親親,不獨子其子,使老有所終,壯有所用, 人之老,幼吾幼以及人之幼」(孟子,「不獨 ),「汎愛案而親仁」〔滃晤) 「老钎老以及 「孟子)・「親親而仁民,仁民而愛物」〔金于 唧唇婪他們以「痨則獨苦其身,達則兼善天下 於身也,不必假己」六嗔記的服務精神,教育 立人,己欲述而達人」(酴;『力恶其不出 于J的赓梨操守;致脊會鬣陶他們以「己欲立而 ((88) - [FIK - FABE - ZURI CHE OPE HEBREJ (HE) - THERN) 六論語》的耿介意識;教育會浸潤他們以「財 欽與陸是人之所也,不以其道得之“不去也」 富與實是人之所欲也,不以其道得之,不處也; 〔范仲源)的人生抱負,抛爾會灌輸他們以「 引他們具有「先天下之羨而憂,後天下之樂而樂
·威步不能屈」(孟子)的大丈夫精神;教育會指 堂正正做人,蘊藏「富貴不能淫,竟说不能移, ,不計其功。」〔神;歆育會教導他們還 發利之辦」,所謂「正其载,不謀其利;明其道 有立志」(孟子〕的效果;教育可使他們明白「 論,足以施展感化之功,收獲「頑关表 懦夫 类的。學校才是眞眞正正的名符其實的「感化院 導他們明白崇高偉大的人生目的和人生價值是怎 是对靑少年不斷地培养社會意識和瓷任感,並敦 不知道人生目的和人生恨值是甚麼;而教育就 在感不作,爲的是他們缺乏社會意識及責任感,更 腳吻合。 那些成行社會的敗類, 他們之所以無 正與現代精粹主義教育(ESSENTIALISM ) 的理 KS (FORMAL DISCIPLINE?VE (FACULTY),敦爾便是對此心能以「形 TY PSYCHOLOGY) KREO N LOCKE)
(FACUL ,淵源於柏拉圖〔PLATO)而以洛克(JOH 接受育的陶冶。關於陶冶問題,十九世紀末葉
·極惡的禽獸一般的行爲,正因爲游手好閒,沒有 些散蠢之所以無法無天,明目張胆地幹出料图 無執,則近於禽袱。」因此,我們可以知道,那 甚麼分別了,所以孟子說:「食暖衣,邀居而 重視,關爲人類沒有教育的畫說,便和禽獸沒有 :進敎育的內涵。」?國家對教育的功能,更爲 ,因提供就會改造的觀念,並參預其案,嫌以 WEY ) . 說:「裴育應負起一項正在加緻的責任 使命,這是「無聲的改造」。杜克·八JOHN DE 摩校都角起改造個入和改造社會的神聖偉大的
與無償
所培捨亦有
11猃他們們以「爲天地立心,爲生民立命,俗往聖 「治鹅平天下」(大學)的人生目的;教育重啓
*「在明魄,在新民,在止於至鎢i〔大學)、 立際・英文梅立物・其有立」(左隊
一上質人燕
鄉罪
忽叉的
某,實做社會了,因此,中小學運迫教育之推行 一恤做人,進而艱苦養啊,力爭上游,力求造人 ,作姦犯科;反過來說,他們就會潔身自愛,额 的目的和人生崇高的值,他們就不會自暴自棄 !母亭包髅於教育;只要他們跖識清楚人生正補 ,我少罪行,只有從根本做起 - 與其乞靈於警察 教育的功能,令人感梵遺憾!老實說,對抗暴力
·警察,未捨本逐求;只動視警察的力量而忽 -種辦法,第一是警察,第二也是警察、第三又是 S 所以,我爲港督麥理浩僻士對付暴力罪行的三 攤絕學,爲萬世開太平」(張載)的人生價值。
·媽,史迪赫(英良佐治五世)
BGE-CRXX(##HENK) HR |
脊
R.
No,
1976中學會考試題預習專欄
堅道書院主編
英文科 叫)·阮士仲
ENGLISH
(4)
COMPOSITION I: Theory of Composition
Unlike precis writing which is in fact a process of condensation (in many cases, through the sentence structure), composition writing at high-school level aims at develop- ment: To train the student to acqui- re a reasonably good writing ability If the student is given a topic a statement or otherwise and asked to write five hundred words upon it, he is asked to develop that topic to a certain extent to satisfy his teacher. The student should pract ise writing one-paragraph composit- ions on simple topics at the initial stage. He may not try anything more. a sing- complex until he can develop a le idea appreciably. (a)
Topic
(b):
One-Para development
Του
Four- Para develo- pment
It is obvious that the basic unit of a composition is the paragraph which, apart from being a sentence paragraph, normally consists of a number of sentences. And one. (seldom, two or more) of the senten- ces which states the theme or the central of the paragraph, is called. the topic sentence of the paragraph. The other sentences of the paragraph constitute the additional detail. Hence we have
A Paragraph
Topic Sentence + Additional Detail
We call this the Paragraph Equation.
In order to develop a topic senten ce into a paragraph, we may do one or more of the following:-
(1) Adding more facts.
Topic sentence: Catherine is beauti- ful.
additional details:
She
is
seventeen..
She is sweet.
She has large, clear eyes. She smiles like a bright Sunday
moming. The paragraph:
Catherine is beautiful. She is
seventeen and she is sweet. She
has large, clear eyes, She smiles like a bright Sunday moming.
(2) Simple or direct Explaining
Topic sentences: Be happy. And be
happy now.
The paragraph:
The
Be happy. And be happy now. past is gone; the future may never come; and the present is all we have. If we are not happy today for what we do not own, we cannot possibly be happy tomorrow for what we shall own because tomorrow will be the today of tomorrow.
(3) Explaining by using Examples or
illustrations
Topic Sentence: The life's journey
is never certain.
The paragraph:
The life's journey is never cer tain. It is like a function of infi- nitely many variables. in mathematics In one instance its value is negative and in another, positive or zero. It has continuity and may attain its maximum at a certain point.
(4) Interpretation
Topic sentence: What is love? (in
the form of a rhet- orical question)
The paragraph:
What is love? Love, like Moore's Utopia, is an ideal which exists only in our imagination. Many have tried to label it with different names: spiritual love, physical love, parental love, friendly love, and what not; while a few others have attempted to generalize it in an indiscriminate way. They have all failed, however. For they are deal- ing with objects of abstraction.. Again, like Shakespeare's well-known line: To be or not to be that is the question, love is often said and repeated, but for ever misunderstood. (5) Using an argument
Topic sentence: The future has no
beginning.
The paragraph:
The Future has no beginning for it starts from nowhere. We cannot take the present as its beginning unless the present is a part of the
any object future. Te beginning o has to be a part of the same object or else it belongs totally to 8. different animal. I the future is
the present, then they are two and different. And the present
o
cannot
be a part of the
future; the
future cannot have the pres arb has ite begiming. Hence, the future has. no beginning.
Exercise
Ise one of the topic sentences to begin a paragraph and then deve Top it either by explaining or by adding more facts to it.
(a) What in Jufinity?
(b) An old man is a wise man.. 2. Present an argument about the
fact the "Nothing is permanent
1976升中試專欄
智慧出版社玉編
(3)
ENGLISH (3)
英文科
Choose the best answer and write the
LETTER: in the brackets.
Did you enjoy yourself at the
Hong Kong Festival?
(A. Yes, I do B. Yes, I did
C. Yes, I enjoyed
D. No, I don't E. No, I did) Is there anything you đơn' t
understand?
(Alo, there aren't
B. Yes, there is C. Yes, there has D. Yes, there hasn't.
5. No, there wasn't)
Will they go on the picate with
you?
A. No, they don't...B. "No, they will. C. No, they aren't
D. Yes, they will.
E. Yes, they would.)
Has the new Governor come to
Hong Kong
(A. Yes, he has B. Yes, he
bad C. No, he didn't
D. No, he hadn't
3. Yes, she hay.)
Kust children obey their parents? (A. Yes, they musta t
3. No, they must. C. Yes, they can. D. Yes, they must E. No, they can't.)
6. Is it a fine days
P. Yes, it has 2. No, it hasn't R. Yes, it is S. Ko, it wasn't T. Yes, it hadn't.)
Is there any chance of success?
B. Yes, there has Q. No, there hasn't R. Yes, there was So, there wasn't
T. Yes, there is.)
Are you free this afternoon?
P. So, I haven't Q. Yes,
have
3. Yes, I do...
I'm
not
T. No, I don't.)
9. Will they tell her the news?
(F. No, they won't Q. Yes, they
would R. No, they wouldn't. S. Yea, they did
T. No, they didn't).
10. Shouldn't the boy be so impolite?
10.
(F. Jo, he didn't q. No, he hadn't R. Yes, he would S. No, he shouldn't T. No, he wouldn't). Tor isn't a friend of yours,
(A. isn't he B. Isn't she?
C is he? D. was be? E. wasn't he?
12. The old woman was badly hurt,
(A. has she? B. hasn't she?
C. is she? D. was she? 3. wasn't she?)
Susan isn't helpful to her
acther,
(A did she? B is she?
C. doesn't she? D. isn't she? E. hasn't she?)
14. We ought to work harder,
11
45.
1440
(A. ought we? B. ought you?
C. oughtn't we? D. should you? 3. must you?)
15. The princess visited Hong Kong
last year
(A. has she?
B. had she?
C. didn't she? D. did she? E. was she?)
15. Nothing is grown on the moon, (P. isn't there? Qis there
R. wasn't there? S. was there T. are there?)
We never make mistakes (P. have we? Q. had we
R. don't we? S, do we? T. shall we?)
18. They won't forgive us ...?
(F. will they? Q. won't they?
R. do they? 5. don't they? T. haven't they?)
19. You spoke to him,
13.
(F. did you Q do you? R. are you? 5. don't you? T. didn't you?)
20. The woman was hurt,
(P. was she? Q. wasn't she? R. did she. 8. didn't she ?, hadn't she?)\\\\
ANSWERS
3.D
11.0
7.T 12.E
a. (
16.0
17.S
18.P
8.R 9.F
13.B 14.C.
19.T
20.Q
TROURKEKEN FYEKSCH
TORRELAGENE (BEKKEER
英举書院代表接受號會養院盃。(本維
ENKEITSSKRIEGE**
第二十七届
香港學校朗诵節特刊
余选段:
「人選再三商。 本報 -由左至右:林建儷、余光中、何沛姐对通草
·小學一至六年級學碌齮獲决赛 股
小兒女士季)得主著新微祝心書院陳嫌其事。
No comments yet.
Private notes are available after approval.