大自然是幼兒早期成長階段的重要學習環境。幼兒樂於在充滿趣味的大自然環境中探索和主動學習。而目前，在城市中生活的幼兒越來越缺乏和大自然接觸的機會，讓幼兒與大自然建立聯繫成為香港幼兒教育課程中的一個新的發展取向。本講座將分享香港幼師專業發展中加入大自然教育的歷程，包括幼師培訓課程及校本培訓的策略。此外，講者將分享幼兒在室内和室外融入大自然學習的經歷，探索透過多元模式的學習幫助幼兒主動探索社區周圍的大自然元素。The nature is an important learning environment for early years development. Young children are happy to explore and learn proactively in the interesting natural world, but those living in cities are losing touch with the nature. In the local context, the ECE curriculum is heading in a new direction to engage children with the nature. This seminar will present the trajectory of integrating nature education into local ECE teacher development, including strategies for ECE teacher education programmes and schoolbased teacher preparation. Furthermore, the seminar will also share the experience of immersing children in nature-based learning both indoor and outdoor, and investigate the use of multimodal learning to support young children in exploring the nature elements in the community proactively. Copyright © 2020 幼教研討會.

This chapter examines the role of education in the socio-political development of Hong Kong from a historical perspective. Using the framework of “citizenship as process,” it reviews the way in which identity politics and civic movement took place in the condition of a weak political framework for citizenship and explains the Janus-faced nature of the Hong Kong political culture which oscillates between economic instrumentalism and political activism. The chapter proposes how teaching can be designed and conducted for the sake of cultivating a meaningful civic identity and global citizenship against the backdrop of the recent resurgence of nationalism worldwide. It argues that spoon-fed pedagogy of civic and national education is difficult to make positive impact on educational outcome, especially in global and entrepreneurial cities like Hong Kong situated in the digital age. Copyright © 2021 The Author(s), under exclusive licence to Springer Nature Switzerland AG.

With the rapid development of technology, Early Childhood (EC) educators have been urgently required to appropriately integrate various and cutting-edge digital technologies to support the diverse learning needs of students in Hong Kong. The Future Classroom of EdUHK offers an opportunity for educators to integrate innovative toolkits to explore students’ potential learning opportunities, embracing their design thinking and creativity. This study applies an exploratory case study approach to learn the ways of improving students’ learning by using digital technologies in the Future Classroom, and develop practical toolkits for EC educators. Data was collected by activity plans, class videos, and students’ artifacts. Three students aged 6-8 in Hong Kong were invited to participate in this study. Content analysis was employed to analyze the effectiveness of the toolkits on students’ learning modal and engagement. The findings show that digital technologies can help change students’ learning modal from passive to interactive by stimulating multimodal learning, i.e. making an AR vocabulary card required modals of linguistic, gestural, visual, and aural. The toolkits can build a platform for design thinking and creativity, i.e. a map and digital story of the ocean were created by using a toolkit composed of 3D printing models, coding robots, and a digital book App. Students’ learning engagement can be improved by the toolkits, especially on the emotional aspect since they took the initiative to create their stories and characters at a later stage. Lastly, a list of practical digital resources is provided. Copyright © 2020 International Conference on Learning and Teaching.

There is an increasing need in Hong Kong kindergartens for exploring children with exposure to Science, Technology, Engineering, Art, Math (STEAM) in school settings. The aim is not the subject-based learning but the way of integrating the STEAM concepts in the holistic learning experience. Guiding children to explore the concepts in the process of solving problems, providing hands-on experience to stimulate children's intrinsic motivation. However, the challenge is apparent that the lack of professional development to prepare the teachers for STEAM education in early childhood education. This project adopted a Pedagogical Play-framework (Edwards, 2017) to prepare kindergarten teachers to integrate STEAM education through play. Accordingly, three types of play were explored, including 1) open-ended play, 2) modelled play and 3) purposefully framed play. The initial finding indicates that kindergarten teachers showed the positive attitude to involve STEAM education in the classroom practice, and used the Pedagogical Play-framework for improving children’s engagement. Teachers were lack of the subject concepts especially the science and the engineering areas. More school-based support were needed to create the multimodal learning spaces.越來越多香港的幼稚園開始探索融入STEAM的元素，包括科學、科技、工程、藝術及數學的學習範疇。但其目標不是主張孩子學習獨立學科，而是希望進行統整的學習，在解決問題的過程中探索所需的概念，以動手解難為基礎讓孩子整合學習經驗，激發孩子的內在學習動機。然而教師培訓是STEAM教育在幼兒教育推行的一個難點。本研究以一個幼師培訓課程為例，使用教學遊戲架構（Pedagogical Play-framework）來透過遊戲來設計STEAM教學活動，三類型遊戲包括1）開放式遊戲，2）示範式遊戲以及3）目的性的遊戲。研究初步發現大部分教師對STEAM教學的態度積極，使用教學遊戲架構能夠幫助教師提升兒童參與程度。但初步的研究結果顯示教師缺乏STEAM的學科知識，特別是在科學和工程方面，以及需要更多的校本支持來設計多元學習空間。 Copyright © 2018 Learning & Teaching Expo.

According to recent census figures, the number of ethnic minority and non-local Chinese youths has doubled from 27,322 in 2001 to 42,644 in 2011, many of whom are receiving secondary or tertiary education. Despite efforts in promoting diversity, equality, and cultural sensitivity, stigma towards ethnic and cultural minorities remains common in the local context. Minority members’ negative experiences give rise to stress and poorer well-being. Within the existing local teacher education curriculum, there are general education courses that focus on multicultural and race issues. However, they are elective courses and engage a relatively small number of students. We believe basic aptitude in multiculturalism should be cultivated in all student teachers. As such, this intervention study was conducted to enrich student teachers’ training to manage diversity in school setting. The intervention involved a three-hour guest lecture, a three-hour e-learning session, and a three-hour multicultural discovery tour. Participants were pre-service teachers from five undergraduate courses at a local University. Following the intervention, the participating course lecturers commented that the intervention boosted multicultural competencies in preservice teachers innovatively. In addition, 100% of the multicultural tour participants agreed that their learning performance has improved through the activity, and that they would continue to apply the knowledge in the future. Based on these findings, it is recommended that similar activities should be incorporated in the teacher education curriculum in Hong Kong. Copyright © 2020 International Conference on Learning and Teaching.

遊戲教學法在國際漢語教學的課堂操練中能引起學生興趣，具帶動作用。教師話語對遊戲的應用質量有關鍵性影響，但目前針對課堂遊戲教師用語的研究並不多見。故本文以遊戲教學法設計詞彙教學，錄製準教師的教學視頻，並轉寫教學話語，從話語量、話語類型和話語策略等方面進行分析，討論遊戲教學中教師應如何利用話語帶動課堂操練，並針對準教師在模擬教學中存在的問題提出改進建議，為提高準教師教學話語質量以及國際漢語師資培訓作參考。The game-based approach can arouse learners’ interests in international Chinese teaching and improve teaching efficiency. Teacher talk has a key impact on the application of games, but there are few studies on it in classroom games. This paper uses the game-based approach to design vocabulary teaching, recorded the classroom teaching conducted by a pre-service teacher, and transcribed the video into texts. In view of the problems existing in the simulation teaching, this paper puts forward some suggestions, which can be used for improving the discourse quality of pre-service teachers and as a reference for teacher training in international Chinese teaching. Copyright © 2020 香港中文大學中國文化硏究所吳多泰中國語文硏究中心.

自教改以來，學校都建立了同儕備課及觀課的專業發展文化，期望教師互相學習、共同成長，然而，研究員發現當備課和觀課恆常化之後，往往流於形式和技術性討論，對於提升學與教質量的效能不彰。研究員嘗試在一所小學的中文科引入課堂學習研究的模式進行備課和觀課，從學習困難難點出發，分析學習內容及設計教學，並進行有系統的觀課、交流和反思，探討課堂學習研究對備課和觀課成效的影響，並認為提升教學滿足感和發展校本教研模式可以成為未來持續發展的關鍵。Since the reform of education, schools have formed a mode of professional development in collaborative lesson preparation and peer lesson observation with the expectation for creating the atmosphere of mutual learning and professional development. However, researchers have found that when lesson preparation and lesson observation become a usual practice in schools, it may hinder the effectiveness of professional development. Researchers attempt to incorporate the lesson study method in Chinese Language lessons to enforce collaborative lesson preparation and peer lesson observation. Based on the perspective of learning difficulties, the research team analyzed the teaching content and lesson plans, and conducted systematic lesson observation, communication and reflection in order to explore the effectiveness of using learning study model in lesson preparation and lesson observation. The team found that enhancing teaching satisfaction and developing a school-based learning study model could be a key to future sustainable development. Copyright © 2020 香港教師中心.

在一國兩制之下，香港這個中國特別行政區定位為一個亞洲國際都會，是全球的金融、商貿和航運中心。培育具國際競爭力的人才營運這國際都會，香港教育要有適度的國際化。香港特區政府一直推動教育國際化，其中一個策略是為中小學生提供學習英文的機會。為了分析香港教育國際化的近年發展情況，此文對香港的高等教育國際化、境外研究生、國際學校、國際文憑課程及學生交流等五方面作出論述，從而探討香港教育國際化特色及其面對的挑戰。Under “one country, two systems”, Hong Kong as a Special Administrative Region in PRC is positioned as an Asian cosmopolitan city and a global financial, commercial and maritime center. Fostering international competitiveness of personnel operating this international city, Hong Kong should have education internationalization modest. The HKSAR Government has been promoting the internationalization of education, one strategy is to provide an opportunity for the students to learn English. In order to analyze the development of the internationalization of education in Hong Kong, this article discusses the five aspects, i.e. internationalization of higher education, overseas graduate students, international schools, international diploma courses and student exchanges, so as to analyze the characteristics of Hong Kong's education internationalization and the challenges it faces. Copyright © 2020 香港教師中心.

本文以一個教研項目的經驗為基礎，討論價值觀教育課程的設計原則與教學實踐技巧。內容主要以一初中系列的視像教材設計及相關課研經驗為例子，先綜合出四項課程設計原則。之後，藉著過程中所蒐集的課堂數據解釋相關的教學實踐技巧。最後，本文以建議教師在設計及實踐價值觀教育課程的角色作為往後值得關注的課題作結。With reference to an experience drawn from a teaching study, this paper discusses the design principles and teaching practice skills for values education curriculum. It first summarizes four design principles by using the series of video resource and the teaching study from a junior secondary school. Then, it explains the related teaching practice skills based on the empirical data collected in lessons. At last, it ends with suggesting that the role of teachers in designing and teaching values education curriculum would be a topic for further study. Copyright © 2020 香港教師中心.

本研究採用質性研究法，主要針對幼稚園階段中文作為第二語言的課程研究，對象是香港某（IB）學校（幼稚園），旨在探討以圖畫書為媒介之幼兒中文課程，在 IB-PYP（Primary Years Program, 簡稱PYP）項目中實施的歷程、成效以及遇到的困難。透過課堂觀察、教師訪談、幼兒作品蒐集資料，進行歸納和分析。研究結果如下：1. 圖畫書是IB-PYP項目探究的工具，亦是引導主題概念的形成及發展探究歷程的重要資源，從而激發幼兒學習中文的興趣。2. 藉由圖畫書進行探究式的中文學習模式，可幫助幼兒運用語言進行探索與表達，幼兒亦會及時反思和做出結論，從而發展出各自獨特的創意書寫行為。3. IB-PYP項目主題課程的規劃與圖畫書的選擇，以及實施主題課程中的教學策略，是教師在IB-PYP項目教学中遇到的主要問題。This research adopts a qualitative research method, mainly focusing on the curriculum study of Chinese as a second language. The target group is one of the Hong Kong (IB) schools (kindergarten). The study aims to explore the effectiveness and difficulties of implementing (Primary Years Program, PYP for short). Through classroom observations, teacher interviews, and children’s works, information has been collected for induction and analysis. The findings are as follows:1. Using picture books is the investigation tools in IP-PYP project. Picture books are the significant assets in children development which stimulates children’s interest in learning Chinese.2. Inquiry learning through picture books can help children effectively use language for expression. Children can also do reflection and make the summary in an instant way, also gradually develop their own creative writing language.3. The choice of picture books, the plan and the execution of IB-PYB project are the common obstacles that teachers may encounter. Copyright © 2020 香港教育大學中國語言學系、哥倫比亞大學中文部、中華書局（香港）有限公司.