香港小學推行全校參與模式之校本輔導實施研究
A Study of the Implementation of Whole School Approach to Guidance in Hong Kong Primary Schools

鄒秉恩 香港教育學院

　　為提升學校教育質素，1997年教育統籌委員會第七號報告書特別提出須考慮包括學生的個人成就發展、學生在主要教育範疇表現的指標，即與輔導有關的過程和產出指標。而1999年教育統籌委員會的廿一世紀教育藍圖諮詢文件，更重申發展學生心性及多元智能是邁向優質教育的必經之路。有關措施自1992年實施至今，其成效如何？是否能為學校帶來預期的效果──培養學生良好的行為，加強他們的自我形象？甚至帶來優質學校教育？本文旨在報告一個探討校本輔導計劃在本港學校推行成效的研究結果。研究結果顯示：雖然自校本輔導計劃推行後，學童在課室的表現較前合作，社交能力較為進步，師生關係也較密切，但似乎有關學校仍未能掌握及有效將輔導理念實，與原有的推行目標仍有距離。文中除分析上述情況外，也表列了一些值得再作探討的問題，最後提出啟示，冀學校能透過改善校本輔導的質素，讓學生能增進自我形象，強化良好行為，使優質學校教育的精神能真正在學校落實。

Abstract
Improving the quality of school education with special emphasis on students' personal growth and development, student preformance in major learning related to the processes and outcomes of "pastoral care", or "student guidance and counselling", are one of the major concerns of the Education Commission as stated in its Report No. 7 in 1997. In 1999, the Education Commission re-emphasized in the Education Blueprint for the 21st Century that the development of students' psychological attributes and multiple intelligence are the keys to quality education. Since the implementation of relevant policies in 1992, no evaluation on its effectiveness has been made. Have they proved to bring forth the expected outcomes, that is to develop students' good behaviour and to enhance their self-image? A further query has also been raised concerning whether quality school education can then be achieved as a consequence of introducing the "Whole School Approach (WSA)" to guidance in Hong Kong. This paper reports the funding of a study among at investigating the effectiveness of the implementation of WSA to guidance in Hong Kong. It was found that relationship had been established since WSA's first implementation. However, the study showed that schools were still not yet able to implement the spirit of pastoral care. There was a gap between the actual outcomes and the present objectives. Apart from reporting the situations, issues which deserve further investigation were listed and implications were drawn, hoping that schools could provide the quality delivery of the WSA to guidance and enhance students' self-image, strengthen their good behaviour and achieve quality school education in the future.