由於互聯網在近年的驚人發展，很多教育工作者對它寄予厚望，從關於互聯網的教育研究項目及發表的論文數量，便可了解到互聯網對教育工作者的魔力。而互聯網中的一個公認的優點，是它對資源分享，給予極大方便，所以很多人都預言它將是一個很大的教學資源中心。在香港使用互聯網已日趨普及，不過互聯網在現職的中學教師眼中，是否真的是一個不可或缺的輔助工具？又或對日常的工作，例如教授數學，是否真有幫助呢？此外有什麼方法，才可令互聯網能發揮它的渾然既有功能，這一切都是我們所關心的問題。這個研究的目的旨在初步探討香港的中學數學教師對互聯網的看法及使用情況，從而提出增加互聯網在中學數學教學上的效能。

所謂兩種語言之間詞語的對應關係，往往是指兩者的理性意藝的相當，而兩者的附屬意義可能存在著差異。香港粵語和普通話不屬於兩種語言，但是作為母語的香港粵語和作為共同語的普通話，確實存在著附屬意義的區別，有時彼此的區別還相當大，這就成為香港學生學習普通話的難點，是橫在香港粵語和普通話之間一堵無形的牆，交際的誤差和誤會往往由此而產生。 以普通話作為母語的教學對於詞彙的色彩並未給予相當的注意即使有時注意到其表達意彩，區分也不是特別細緻，主要靠學生自己的語感，但對以粵語作為母語的香港學生來說，在第二語言教學的過程中，特別是在中、高級階段的普通話教學中，對於詞的表達色彩就應給予特別的注意，區分也要特別仔細。香港的普通話教學要想提高學生實際運用普通話的能力，就要讓學生掌握好普通話詞彙的表達色彩，這是提高學生實際運用語言能力的關鍵因素之一。

柳存仁 (1917-2009) 學識淵博，被譽為「會走路的百科全書」。他曾經任教香港羅富國師範專科學校 (羅師)，任職期間，於1960 年出版《中國歷史教學法略論》一書。該書是一代學人暢論中國歷史教學法的專著，是香港有關歷史教育方面的始創之作，值得研究者重視。書中引用了很多當時羅師學員編寫的中國歷史教案，柳氏對這些教案，都詳加分析，表達了他對中史教學法的具體踏實的識見，既有助教師改進中史教學，亦反映戰後香港歷史教育的特徵。此外，我們可以從該書了解半世紀前，香港師範教育有關中史教師培訓的情況。
[Copyright © 2011 香港教育圖書公司.]

香港的科學課程正邁向綜合的道路。小學科學已由傳統的分科課程架構逐漸融入於跨學科課程架構之內。所以筆者認為一套能夠融合學科與跨學科取向的課程結構對發展科學教育是必需的。本文嘗試提出一個四層課程架構，希望進一步幫助讀者理清科學課程與跨學科課程之間的關係。同時，也希望就如何協調兩種取向，向課程發展者提供一些實質的建議。
[Copyright © 2002 The Hong Kong Institute of Education.]

Constructivist theory of learning is employed in delivering mathematics methodology modules in the Two-year Full-time Certificate in Education (Secondary) Programme in the Hong Kong Institute of Education, where I am working. This paper aims to determine second year student mathematics teachers’ teaching strategies which they acquired after attending a Methods I module in their first year of study, and changes in their practices after attending a second methodology module (Methods II) in their second year. In their first year of study, Chinese student mathematics teachers had been taught in Methods I the various teaching models, for example, specific methods in concept and skill teaching, and the general discovery and expository strategies. Discussion and application of the models were further enhanced in the Methods II module in the second year of study. On the basis of these teaching models, a questionnaire of 64 items of specific teacher activities was designed. It was administered to the class of students at the start of the first semester in their second year of study. Students were asked to indicate the frequency of using each stated teacher activity on a 5-point frequency scale (from “almost never” to “almost always”). Methods II was then offered to these students. At the end of the module, the same questionnaire was administered again. A focus group meeting was also held at the same time. Results showed that student teachers very often tested their pupils’ prior knowledge at the start of the lesson, and they became more aware of building mathematics learning on pupils’ prior experience. Exposition of mathematics content was still preferred; some time was set aside during the lesson to offer guidance to their pupils. Nevertheless, they provided little opportunities for pupils to express themselves and to explore mathematics (e.g., in small-group discussion, in playing mathematical games, and in computer-assisted learning). In the focus group meeting, student teachers

As part of a package of measures designed to enrich the English language learning environment in Hong Kong schools, the government has recruited up to 700 native-speaking teachers of English (NETs) to join the predominantly non-native speaking Chinese staff teaching English in the local secondary schools. To get an accurate assessment of the operation of the NET scheme, an evaluation project entitled The Monitoring and Evaluation of the Native-speaking English Teacher Scheme (MENETS) was commissioned by a language and research funding body of the government. This large scale research project, involving some 100 schools, employs three major methods to achieve its investigative purposes: assessments, questionnaires, and case studies. In this paper, the presenter will focus on the quantitative measurement of the ESL learners' spoken & written language production before and after increased exposure to a native speaker model.