This study is based on the data analysis of reading assessment of PIRLS 2016 in Hong Kong, students were found to have poor performance in both reading behavior and attitudes, ranking low compared with international levels. Reading fluency is directly related to this low ranking. This paper discusses the three elements of reading fluency which are accuracy, automaticity, and prosody, and includes suggestions for improvements. The repeated reading training methods is also advised. In addition, this paper also focuses on the importance of enhancing prosody awareness in reading. It is hoped that the Education Bureau in Hong Kong can advocate, and support the primary and secondary schools to pay attention to fostering students' prosody awareness in the Chinese reading class in order to improve the reading fluency of students in Hong Kong. Improving reading fluency will result in improved reading literacy, which in turn is an important factor in the development and competitiveness construction of the country and individuals.本文通過對香港PIRLS 2016閱讀測評中的相關數據分析後發現：香港學生存在嚴重的閱讀行為態度問題，在PIRLS 2016的排名中處於國際末尾。而這一問題的存在與學生的閱讀流暢性程度高低有直接關聯。鑒於此，本研究進一步提出如何完善閱讀流暢性三要素（準確性、自動化和韻律）方面的培養，及增加「重複閱讀訓練」的方法。此外，本研究還提出提升韻律意識在閱讀中的重要性。寄希望於香港教育局可以將對學生韻律意識的培養放到中文閱讀課堂中來，以此提升香港學生的閱讀流暢性，進而提高其閱讀素養能力，這反過來又是國家和個人發展和競爭力建設的重要因素。Copyright © 2019 文藻外語大學.

近年，香港學校多以「自主學習」為旗幟，爭相模仿推行，甚至把自主學習看成是一種教學方式，以進行教學改進，可是對此中涉及的很多學習概念及策略，卻未有準確理解。本文嘗試分析各地推行的自主學習，大致歸納為三個取向，以作學校改進的參考：（1）源於西方認知發展理論中人在自我調適過程（self-regulated process）的角色；（2）中國內地在「還課堂給孩子」的觀念下，於課堂上進行不同形式的學生學習活動，並以「預習」及「導學案」來配合；（3）香港利用資訊科技發揮電子及網上學習的優勢，鼓勵學生主動學習。本文亦因應香港學校的實況，探索在學校層面制訂推行自主學習的策略及有效推動的關鍵。Self-directed learning (SDL) has become a prevalent focus of development in Hong Kong schools in recent years. However, a more thorough discussion on the concepts and strategies related to SDL is anticipated to clarify its core essence and understand its impact. Based on the analysis of different initiatives to facilitate SDL across countries/regions, three orientations are consolidated in this article to provide insight into facilitating SDL: (1) the metacognition orientation, developed in Western countries, which emphasizes the role of self-regulatory process in human development; (2) the instruction model orientation, prevailing on the Chinese mainland, which emphasizes students' autonomy in learning and is supported by students' effort in "preparation" and "pre-lesson enquiry"; and (3) the learning enrichment orientation in Hong Kong which encourages SDL through the support of information technology (e.g., e-learning, Web teaching, flipped classroom). This article identifies the essence of encouraging SDL and discusses the conditions for facilitating SDL effectively in the context of Hong Kong. Copyright © 2014 香港中文大學.

嚴重智障學生與一般學生一樣，都需要學習新事物及不斷成長，老師必須了解學生不同的特點及需要，設計合適的教學策略，並要不斷檢視成效，才會有學習成果。本文闡述老師嘗試透過問、想、做、評的行動研究步驟，剖析學生需要及現有問題，並訂定施行方案，分享行動研究的經驗，並展示教師專業成長的歷程。 Similar to their mainstream counterparts, students with severe intellectual disabilities will need to be exposed novel experiences for them to be able to learn and develop. Teachers of these students will have to be sensitive to their learning needs and characteristics to be able to design appropriate teaching strategies. And to make sure that the desirable learning outcomes are reached, on going evaluation of the effectiveness of these strategies will be needed. This paper describes how a team of teachers applies the Problem Identification, Planning and Program Action research model to analyses the needs and difficulties of their students for making decisions on their implementation plan for teaching. The process of implementation also demonstrates how the team of teachers developed professionally through such action research process.
[Copyright of 香港特殊教育論壇 is the property of 香港特殊教育學會有限公司. Full article may be available at the publisher's website:
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中國語文科課程改革後，香港的中國語文教學法亦從傳統的直接講授，變得多樣化，其中影視教學因未曾為教師充分掌握，難以發揮最大的教學效益。本文嘗試探討影視的語文教學功能和利用影視進行語文教學的策略，並就中國語文科的九大學習範疇，分別舉出結合影視的語文教學設計，期望能令教師更有效地利用影視進行中國語文教學。
[Copyright © 2017 中華書局(香港)有限公司.]

這篇文章探討影響教師華語文網路教學策略的因素。科技發展改變了課程的面貌。隨著電腦和互聯網的普及，愈來愈多教育院校採用電子教學模式(Bates & Poole, 2003; Mitrovic, Suraweera, Martin & Weerasinghe, 2004)。學校和高等教育導 師的教學活動大多融合優質數碼多媒體和網路活動(Botturi, 2004; Morrison, 2002) 。許多研究探討網路語文教學的效能(Enjelvin, 2005; Sanders, 2005; Uzunboylu, 2005)，但是使用網路教學需要各類支援(Hanson & Carlson,2005)。本文作者以訪問收集教師的意見，比較香港普通話教師和中國語文教師的網路教學模式和對網路教學的看法，檢視哪些因素會影響教師的網路教學策略。訪問所得資料可以反映教師華語文網路教學上所需的支援，例如電子資源對語文教學的影響、網路教學課程架構的發展、資訊科技技能培訓等。研究結果可供語文教師培 訓課程設計參考。

本文作者透過討論讀文教學的作用和寫作教學的目標，提出利用讀文教學與寫作教學的配合，在施教課文時針對寫作需要作出適當的指導，便能同時訓練學生的讀、寫能力，達到最佳的教學效果。（周麗英整理）