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| DC 欄位 | 值 | 語言 |
|---|---|---|
| dc.contributor.advisor | 王宏文 | zh_TW |
| dc.contributor.advisor | Hong-Wung Wang | en |
| dc.contributor.author | 吳梓銘 | zh_TW |
| dc.contributor.author | TSZ MING WU | en |
| dc.date.accessioned | 2025-11-26T16:31:19Z | - |
| dc.date.available | 2025-11-27 | - |
| dc.date.copyright | 2025-11-26 | - |
| dc.date.issued | 2025 | - |
| dc.date.submitted | 2025-09-15 | - |
| dc.identifier.citation | 英文文獻
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| dc.identifier.uri | http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/101026 | - |
| dc.description.abstract | 教育與身份認同的建構之間有密切的關連，身份認同的建構可由教育機構所實踐。然而，在港英殖民時期，政府並未推行明確的身份建構政策。直至1997年香港主權移交後，教育才被視為培養「中國人」認同的重要途徑。與此同時，香港政府積極籌備新高中學制，以回應未來教育發展與社會需求。因此，本研究旨在探討香港教育局（Hong Kong Education Bureau）於2009年配合新高中學制（New Senior Secondary, NSS）改革，將通識教育科（Liberal Studies, LS）列為高中學生除中文、英文以及數學外的必修科後，對香港年輕世代身份認同的影響。新高中學制通識教育科的課程內容主要從高級補充程度會考（Advanced Supplementary Level, ASL）選修科目之一的通識教育科承襲而來，該課科主要是作為預科（Matriculation）學生的選修科，而該課程涉及了中國與身份認同相關的教學內容。因此，本研究旨在分析2009年新課程正式實施後，接受新高中通識教育科的年輕世代在「中國人」（Chinese）身份認同上是否出現顯著變化。
研究將採用「香港民意研究所」（Hong Kong Public Opinion Research Institute）自2008年起每半年度進行的電話訪問調查所收集之身份認同追蹤數據，該資料涵蓋年滿18歲或以上香港居民的身份認同、身份認同強度以及出生地、教育程度等關鍵人口變項。由於受到資料結構的限制，在研究設計上將分別採取斷點迴歸設計（Regression Discontinuity Design，RDD）、模糊斷點迴歸設計（Fuzzy RDD）以及差異中的差異法（Difference-in-Differences，DiD）三種分析方法互補，進行因果推估，藉此比較課程改革前後，接受新高中通識教育科的香港年輕世代與未接受該課程群體在身份認同上的差異，以檢驗該科目成為必修科後對香港年輕世代身份認同建構的影響是否具有統計顯著性。此外，研究進行穩健性檢驗及異質性分析，以探討不同社會化背景對政策效果的調節作用。研究結果有助於深化對教育政策與身份認同之間的因果關係，並補足香港相關議題在量化分析上的研究缺口。 | zh_TW |
| dc.description.abstract | This study examines the causal impact of the Hong Kong Education Bureau’s 2009 curriculum reform, which—within the New Senior Secondary (NSS) structure—made Liberal Studies (LS) a compulsory subject alongside Chinese, English, and Mathematics. LS had previously been an elective under the Advanced Supplementary Level (ASL) system for matriculation students, and the NSS syllabus inherited substantial content on China and identity from its ASL. Against the post-1997 policy turn that positioned schooling as a vehicle for cultivating a “Chinese” identity, the study evaluates whether cohorts exposed to the compulsory LS curriculum exhibit measurable changes in identification as “Chinese.”
To assess this, we analyze biannual telephone survey data collected since 2008 by the Hong Kong Public Opinion Research Institute (HKPORI), covering residents aged 18 and above and including identity (and its intensity), birthplace, educational attainment, and other demographics. Given the constraints of the data structure, we use three quasi-experimental methods—Difference-in-Differences (DiD) , Regression Discontinuity Design (RDD) and Fuzzy RDD—to estimate causal effects by comparing identity outcomes before and after the reform between cohorts exposed to NSS-LS and those not exposed. We further conduct robustness checks and heterogeneity analyses to examine how different socialization backgrounds may moderate the policy’s effects. Overall, the study contributes to understanding the causal link between education policy and identity formation and helps fill a quantitative evidence gap in the Hong Kong context. | en |
| dc.description.provenance | Submitted by admin ntu (admin@lib.ntu.edu.tw) on 2025-11-26T16:31:19Z No. of bitstreams: 0 | en |
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| dc.description.tableofcontents | 口試委員審定書 i
謝辭 ii 中文摘要 iii Abstract iv 目次 v 圖次 vi 表次 vii 第一章 緒論 1 第二章 文獻回顧 4 第一節 身份認同與教育 4 第二節 香港人身份認同的歷史背景 6 第三節 通識教育科的發展過程 8 第四節 ASL LS 與 NSS LS 15 第三章 研究設計 21 第一節 資料來源 21 第二節 斷點迴歸分析（Regression Discontinuity Design, RDD） 24 第三節 模糊斷點迴歸設計（Fuzzy Regression Discontinuity Design, Fuzzy RDD） 26 第四節 橋接式年齡分組差異中的差異法 29 第四章 實證結果 32 第一節 斷點迴歸分析（Regression Discontinuity Design, RDD） 32 第二節 模糊斷點迴歸設計（Fuzzy RDD） 36 第三節 差異中的差異法（Difference–in-Differences, DiD） 43 第四節 綜合討論 49 第五章 結論與討論 51 第一節 通識教育科在身份認同建構上的角色 51 第二節 研究限制與未來研究方向 53 參考文獻 55 附錄 62 | - |
| dc.language.iso | zh_TW | - |
| dc.subject | 通識教育科 | - |
| dc.subject | 身份認同 | - |
| dc.subject | 課程改革 | - |
| dc.subject | 差異中的差異 | - |
| dc.subject | 斷點迴歸 | - |
| dc.subject | Liberal Studies | - |
| dc.subject | Identity | - |
| dc.subject | Curriculum reform | - |
| dc.subject | Difference-in-Differences, DiD | - |
| dc.subject | Regression Discontinuity Design, RDD／Fuzzy RDD | - |
| dc.title | 通識教育科改革對香港年輕世代身分認同之影響 | zh_TW |
| dc.title | The Impact of Liberal Studies Curriculum Reform on the Identity of Hong Kong Young Generation | en |
| dc.type | Thesis | - |
| dc.date.schoolyear | 114-1 | - |
| dc.description.degree | 碩士 | - |
| dc.contributor.oralexamcommittee | 吳舜文;方凱弘 | zh_TW |
| dc.contributor.oralexamcommittee | Shun-Wen Wu;Kai-Hung Fang | en |
| dc.subject.keyword | 通識教育科,身份認同課程改革差異中的差異斷點迴歸 | zh_TW |
| dc.subject.keyword | Liberal Studies,IdentityCurriculum reformDifference-in-Differences, DiDRegression Discontinuity Design, RDD／Fuzzy RDD | en |
| dc.relation.page | 64 | - |
| dc.identifier.doi | 10.6342/NTU202402505 | - |
| dc.rights.note | 同意授權(限校園內公開) | - |
| dc.date.accepted | 2025-09-15 | - |
| dc.contributor.author-college | 社會科學院 | - |
| dc.contributor.author-dept | 政治學系 | - |
| dc.date.embargo-lift | 2025-11-27 | - |
| 顯示於系所單位： | 政治學系 | |
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