This study examined the longitudinal associations of emotional regulation and school readiness among Chinese kindergarten children. Data were collected from 523 children (mean age at time 1 = 52.42 months; 52.9% male) at two time points separated by approximately 1 year in Hong Kong, China. At times 1 and 2, children's school readiness was assessed by their teachers and parents while their emotional regulation was directly tested. Teachers also rated children's emotional regulation at both time points. The results from the two reciprocal path models showed that, controlling for the corresponding autoregressive effects, school readiness at time 1 was predictive of emotional regulation at time 2. However, emotional regulation at time 1 did not emerge as a significant predictor of school readiness at time 2. Theoretically, these results underscored children's school readiness as a potential contributor to their emotional regulation. Practically, these findings suggested the utility of supporting children's school readiness to foster their emotional regulation. Copyright © 2019 John Wiley & Sons Ltd.

漢語師資培育課程設置「現代漢語」科是建基於漢語教師須具備漢語知識才能有效教授學生學習漢語的理念。筆者於2012年進行了「國際漢語教師元語言知識運用的個案研究」，分析受試者（修讀香港教育學院「國際漢語教學文學碩士課程」中「現代漢語」科的學生）在實習期間的教學實錄和反思紀錄，了解受試者能否有意識運用語言知識來教學，即探討「教師漢語元語言意識」的發展和所產生的作用。結果顯示現代漢語知識達中等水平的準教師在教學過程中運用漢語知識的意識不強。筆者因此反思漢語師資培育課程中「現代漢語」科的教學取向，於2012-2013年增加了「漢語知識在漢語教學上的運用」的小組專題報告和個人教學實習反思報告，以加強發展學生（準教師）的漢語元語言意識，提高他們運用漢語知識來加強教學成效的能力。本論文綜合分析30名學生（準教師）「現代漢語」科的學習成果，進一步探討純漢語知識學習和「教師漢語元語言意識」發展的關係，以及檢討師資培育課程中「現代漢語」科的教學策略運用。This article reflected on the traditional belief of the direct relationship between language knowledge learnt by the language teaches and their ability to teach language in the classroom. The notion of development of Teacher Metalinguistic Awareness, (hereby referred to as TMA), was discussed in the article. TMA was regarded as an important factor contributing to effective language teaching (Andrews, 1997; 1999; 2001; 2003; 2006; 2007). Assessment result of 30 students (pre-service teachers) of the Modern Chinese Course was thoroughly analyzed. The teaching strategy used in the Course was revisited based on the analysis of the assessment result. This finding would shed light on the continuous action research on the development of Teacher Metalinguistic Awareness through the teaching of Modern Chinese of a CSL Teacher Education Programme. Copyright © 2015 台灣華語文教學學會.

Teaching Chinese to second language learners is a challenge for preschool teachers in Hong Kong so effective teacher professional development programmes are urgently needed to enhance their knowledge and skills. An Integrative Model Teacher Professional Development Programme which incorporates three theoretical underpinnings (i.e., culturally responsive teaching, meaningful and pleasurable learning, and effective teaching of Chinese as a second language) is designed to equip preschool teachers with knowledge, skills, and awareness in teaching Chinese to ethnic minority students. Through qualitative interviews with 15 in-service preschool teachers who joined the Programme, teachers' perceptions and changes in three theoretical areas of teaching Chinese to ethnic minority students were explored. Particularly, teachers increased their awareness of ethnic minority cultures, developed empathy with ethnic minority children and their families, gained knowledge of implementing culturally responsive teaching and meaningful and pleasurable learning of Chinese. The role of teacher sharing in effective professional development was highlighted. Copyright © 2019 National Association of Early Childhood Teacher Educators.

香港教育大學於 2010-2011 年度新開辦「語文研究榮譽文學士」課程，其中的「古代漢語」是「語言學」範疇的必修核心科。該科目旨在通過講授先秦時期的典範文言文，建立學生對古代漢語書面語的感性認識，並配合理論知識的教授，使感性認識上升到理論層面，從而提升學生閱讀理解古代典籍的能力。作為高等院校中國語言文學專業的核心科目之一，「古代漢語」的開設至少已有六十年的歷史，正式出版的教材超過二百種。從古漢語知識體系及現代教學理念等角度對反映在這些教材中的教學內容及設計進行觀察和分析，可以發現一些不足。具體而言，就是語言知識點和文選的取捨安排大多依據編者的個人經驗及喜好，缺乏科學嚴謹的理論依據，亦不便於對教與學的成效進行量化評估。除此之外，作為教材，它們的共同缺陷是通用性差，不能滿足不同層次和要求的學習需要。我們認為，不論何種科目，其教學內容的確定應該建立在科學研究的基礎之上。就「古代漢語」科目而言，一方面應根據古代文獻的實際，參考諸如詞彙中的詞頻、句式中的句頻及其在教學中的重要程度等等因素，對教學內容作出選擇；另一方面，可參考一般語言教學及教材編寫的作法，根據對應的語言能力等級將教學內容劃分為若干個級別，以滿足不同專業或層次學生的學習需要。本文將介紹這個研究設想的第一步，僅涉及「初級古代漢語」教學內容。研究主要利用語料庫語言學的研究方法，構建及製作「初級『古代漢語』科目教學內容分析語料庫」，逐步統計並調查詞彙、語法、文字及文化知識點的出現頻率及其重要程度，再據此列出「古代漢語」科目應有的教學知識點及科學的教學次序。此研究結果可為日後實驗教材的編寫提供理論依據和幫助。我們希望本研究的開展能為高校的「古代漢語」教學提供新思路和新方案，使其能從傳統的經驗式過渡到現代的科學式，以便落實「成果為本學習」（Outcome-based Learning, OBL）的教學理念，真正提高教學成效，並為當代的古代漢語教學改革提供一些借鑒。Copyright © 2019 商務印書館（香港）有限公司.

閱讀與寫作都和文本有關，可通過文類教學聯結從閱讀到寫作的教學。實用文是教材與評估中的主要文類之一，本研究採用「閱讀促進寫作」文類教學法進行實用文的讀寫教學實踐。此教學法以系統功能語言學為基礎，形成從閱讀到寫作的完整教學設計，已證實在英文寫作教學領域有正面效果，但在中文教學及閱讀的應用仍處於發展階段。本研究進一步設計相應的閱讀理解評量表，以香港非華語學生為對象，通過前、後測及訪談等研究工具，收集量化及質性數據。研究結果顯示，「閱讀促進寫作」教學法能提升中文第二語言學習者的閱讀表現達5.9倍，寫作表現進步達1.4倍，且實驗班的讀寫進步幅度均顯著優於對照班，證明此教學法能大幅提升讀寫表現，可進一步推廣及融入於課程設計。Reading and writing are key components of literacy education, while genre pedagogy can be implemented to connect the teaching from reading to writing. Practical text is one of the main genre in teaching materials and assessment. Relevant pedagogy and research should be conducted to provide second language learners the knowledge about genre, context, and function of language about practical writing. Based on the theories of systemic functional linguistics, the “reading to learn, learning to write” (RLLW) pedagogy has demonstrated positive effect of improving English learners’ reading and writing competency. For further development of genre pedagogy in different languages, there is a need to investigate the effect and feasibility of applying RLLW in teaching languages other than English. This article reports on its effect on Chinese as second language education through mixed-method case study research. It proved that RLLW can improve non-Chinese speaking students’ reading performance by 5.9 times and writing performance by 1.4 times higher than pre-test, while both significantly better than the control group. Research findings proved the positive effect of RLLW pedagogy and its potential to be implemented in curriculum. Copyright © 2018 香港中文大學.

21世紀初，香港展開教育改革，教育統籌局為保證各中小學的教學水準，定期到校進行校外評核的工作。工作完成後，教育統籌局把這些校外評核報告上載互聯網，供市民瀏覽。本研究是從2003至2005兩個年度，教育統籌局在網上公佈的校外評核報告中，各隨機抽取10所小學的報告，針對這些報告中老師在有關教與學和評估不足的評語，提出教學有明確的目標，訓練學生的語文能力，有質素的提問，照顧學生的學習差異，全體學生的參與，師生互動，設計一份優質的評估，善用評估得來的數據以改善教學等解決問題的建議和策略，並提供具體的操作方法，以落實課改的理念，提高教學的成效。 At the beginning of the 21st century, education reforms were launched in Hong Kong. The Education and Manpower Bureau regularly went to schools for off-campus assessments to ensure the teaching level of all primary and secondary schools. After the work is completed, the Education and Manpower Bureau uploads these external assessment reports to the Internet for public viewing. This study randomly selected 10 elementary schools reports published by the Education and Manpower Bureau from2003 to 2005. Targeting the comments on teaching, learning and assessment, this study proposes some suggestion and strategies such as a clear goal in the teaching, training of students’ language skills, high-quality questions, attention paid to students’ learning differences, participation of all students, teacher-student interaction, a high-quality assessment design, and making good use of assessed data to improve teaching so at to implement the concept of curriculum reform and improve the effectiveness of teaching. Copyright © 2018 合肥師範學院.

以粵語為中文教學媒介語在香港由來已久，如何能指導學生兼顧口語與書面語的表達要求──能以粵語口語有效表達，同時又能避免現代漢語書面語受粵語方言干擾，對教授香港非華語學生中文的教師而言，是艱鉅的考驗。根據一次支援“多元文化教學助理先修課程”的教學實踐，本文發現善用粵語拼音，編製特色的粵語文本，不但方便中文二語學生溫習，而且減少因同時學習粵語口語與中文書面語而造成的困擾，能促進學習中文的效能。Cantonese has been the medium of instruction in Chinese language teaching in Hong Kong for decades. Given the discrepancies between the spoken Cantonese dialect and the written form of Modern Standard Chinese, how to develop students’ spoken and written language proficiencies in Chinese in tandem is a huge challenge for Hong Kong teachers, especially those who teach Chinese as a second language. Based on an attempt in teaching a Chinese enhancement course for a “Multicultural Teaching Assistant Programme”, this paper reports how the romanization of Cantonese was used to bridge the gap and concludes that the incorporation of Cantonese romanization in compiling teaching materials not only facilitates students’ self-study, but also minimizes the confusion caused by learning the spoken language and the written language at the same time, enhancing the effectiveness of Chinese language learning. Copyright © 2019 香港中文大學中國文化硏究所吳多泰中國語文硏究中心.