Based on the western curriculum for children improvement, the integrated curriculum collaboratively was a kind of cross-modal power of the brain have recently been promoted as a solution for children improvement. Using a nursery school in Hong Kong as an illustrative case, this study explores the issue of integrated curriculum help children increase learning efficiency. The methodology used in this paper is a case study which examines an integrated curriculum to help children apply fundamental skills (i.e., problem-solving skills, critical thinking and communicative ability) and encourage children learning depth and breadth. The data was collected from case study school reveal that children found ways to apply information to real world activities based on an interdisciplinary project on the theme named “My Family”. The finding through a case sample was that the integrated curriculum programs was used and replicated to enhance the effectiveness for student. The few existing studies have been taken up with integrated curriculum in nursery school level in Hong Kong. This paper expects the integrated curriculum could assist children to build up habits, attitudes and skills necessary for life in postmodern society.

本文將圍繞香港小六「圓」這一課題的教學，探究數學教師可碰到的數學問題及其解答，並透過相關的教學活動，討論一些有關本課題的教學心得。

本研究主要針對香港和新加坡之小學數學課程中後設認知﹝又名元認知﹞的培養進行探討。分別比較兩地之小學數學之「課程綱要」及教科書﹝分數範疇﹞中的後設認知培養，並加以評析。本文的撰寫探用文獻分析法與貝瑞岱的比較教育研究方法進行兩地比較。 從研究結果發現，香港有運用多種不同的教學策略以培養學生的後設認知能力，而且教科書中運用各種不同教學策略的題目數目較新加坡多，由此看來，香港具有發展培養後設認知能力的潛力。另外，從比較兩地小學數學課程的過程中，歸納培養學生的後設認知能力的優點與特色，列出值得香港觀摩與學習的地方，以作參考。

Moral education receives much attention in higher education and teacher education around the world. To nurture university students' (including pre-service teachers') moral values and moral awareness is one of the aims of higher education in Europe, America, mainland China and Hong Kong. However, their perceptions of learning moral education and the accompanying curriculum development are at present under-researched. This paper reports on a study aimed at exploring: (i) what are the university students' (and pre-service teachers') perceptions of the learning of moral and values education?; and (ii) how do they learn moral and values education in a curriculum and pedagogy course? This case study took place in an undergraduate class in Hong Kong. It adopted multiple methods to collect data and the results showed that the experience of values education curriculum planning enhanced the university students' learning of moral education. They learnt moral education through traditional and innovative ways, involving (i) discussion/sharing in moral dilemmas and circle time (as university students), and (ii) the related curriculum planning and teaching (as pre-service teachers). With reference to the study, this paper supplements the understanding of the curriculum development and learning of moral and values education in higher education in Hong Kong.