句子教學是小學中國語文教學中重要的一環，香港的小學教師多運用閱讀教材所提供的句子教學材料來進行句子教學。本文選取了三套香港大部份小學採用的中國語文課本，檢視其中小學一年級課本中有關句子教學的材料，就句子長短、數量、式樣等方面進行比較，初步探索了一些小學句子教學的問題，為語文教學工作者提供討論的材料，以期集思廣益，提升句子教學的素質。
Sentence teaching is an important segment in the teaching of Chinese Language in Primary Schools in Hong Kong. Teachers always use the materials of the sentence teaching provided by the textbooks. This paper compares the materials of sentence teaching of three sets of Primary 1 Chinese textbooks. The differences between the length and the pattern of the sentences, the quantity of the materials will be discussed. It is hoped that such discussions can help to enhance the quality of sentences teaching in the teaching of Chinese Language.
[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Associationl is the property of Hong Kong Teachers' Association at http://www.hkta1934.org.hk/]

本研究採用家長問卷調查方式，在香港和北京兩地進行了調查，主要考察了中文閱讀障礙的特點，不同口語背景對閱讀障礙的影響以及閱讀與知覺和動作技能之間的關係。結果發現，中文閱讀障礙在不同年級兒童中有不同的表現，低年級兒童最大的困難是字形識別、語音解碼與書面語理解，高年級兒童讀寫上的最大困難是段落產生；口語背景影響兒童的閱讀獲得及閱讀障礙的表現；中文兒童讀寫障礙與知覺加工和動作技能上的缺損顯著相關。這些結果對於促進對閱讀障礙機制的理解以及鑒別和治療均具有重要意義。
A survey was conducted among parents to investigate the specific characteristics of children with reading disabilities. The effect of different dialects and the relationship between reading, perceptual processing and motor skills were also studied. Different presented characteristics showed reading disabilities among different grades of students. Lower graders had the most difficulties in word recognition, phonological decoding, and comprehension in written characters, while production of paragraphs seemed to be the most difficult part among higher graders. A child's spoken language affects on reading acquisition and presentations of reading disabilities. Chinese reading disabilities were closely related with perceptual processing and deficits in motor skills. These results enhance the understanding of the mechanism of reading disabilities, and bring the significant contribution of identification and teaching children with reading disabilities.
[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Associationl is the property of Hong Kong Teachers' Association at http://www.hkta1934.org.hk/]

本研究是以問卷調查的形式，分別就中文輔導班的教學內容、教學方法和習作類別探討現時香港一般中學中文科輔導教學的模式，及學生對中文科輔導教學效能的觀感。調查結果顯示，中文科輔導班的教學內容主要集中在範文教學和低層次的字詞教學上，較少進行高層次的閱讀和寫作策略教學；在教學方法方面，大多數的教師都是以直接的知識灌輸為主，課堂形式較為單向，學生的參與機會較少，而教師主要是以外在強化的方法提高學生的學習動機。另外，在學生對輔導教學效能的觀感方面，學生的意見較為中性，大部分學生對輔導教學效能的評分不高，但又至於完全否定輔導教學的效能。針對目前中文科輔導教學的不足之處及配合香港未來的教育改革方向，本文建議香港的教育工作者可以嘗試參考西方的介入研究，從提高學生掌握高層次的讀寫策略、後設認知的能力及學習中文的內在興趣著手，改變傳統的中文科教學模式，使輔導教學更能切合成績落後學生的需要。
This study aimed to investigate the Chinese language remedial teaching in Hong Kong secondary schools. Specifically, the teaching content, teaching instruction, and types of assignment in the Chinese language remedial classes, as well as the students' perspectives on the effectiveness of remedial teaching, were examined. The survey findings in this study revealed that teaching in Chinese language remedial classes was dominated by prescribed texts and lower-level word skills while higher-level reading and writing strategies were seldom taught. Moreover, teachers mainly focused on knowledge transmission rather than teaching students how to acquire knowledge by themselves. Students in remedial classes had very few chances to participate and they were mainly motivated by extrinsic reinforcement. Regarding the effectiveness of remedial teaching, the survey findings indicated that students had a moderate attitude on their learning in Chinese language remedial classes. Although they thought remedial teaching could not help them much, they did not completely disregard its importance. Finally, this paper posited that, in order to meet the special needs of Chinese low achievers and the recent educational reform in Hong Kong, the tradition Chinese language remedial teaching practices should be altered through emphasizing the importance of higher-level reading and writing ability, metacognitive ability, and intrinsic motivation on learning Chinese language.
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漢語拼音教學是普通話教學中的一項關鍵任務。本文分析、討論了香港小學普通話課程中拼音教學的兩個基本原則問題：一進行漢語拼音教學的前提是小學生必須已經熟悉普通話，具有普通話基本交流能力。如果學生的普通話語音積累不夠，那麼，教學拼音事倍功半，效果差；二香港小學的漢語拼音教學不能完全套用內地小學拼音教學的模式，因為兩地小學生的普通話能力和普通話學習環境很不相同。我們從課文內容，課文形式，課文語言以及課堂教學活動詳細介紹我們的香港小學漢語拼音教材的設計和我們一年來的拼音教學實驗情況。最後，本文描述香港小學生學習漢語拼音的特點。
Pinyin is a very important component in Putonghua teaching. This paper reports our research and one-year classroom experiment in teaching Pinyin to Hong Kong primary school children. We summarize two principles in Pinyin teaching: 1) Pinyin teaching in Hong Kong shouldn't follow the curriculum of mainland; 2) Pinyin teaching should start when children have already had the basic Putonghua proficiency. In this paper, we will discuss in detail the designing of Pinyin materials, the classroom activities and the special patterns and characteristics of Hong Kong primary school children in learning Pinyin.
[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Associationl is the property of Hong Kong Teachers' Association at http://www.hkta1934.org.hk/]

本文透過對《課程綱要》和教師問卷結果的分析，探討本港小學普通話科評估工作中的問題，然後根據普通話科的教學目標、小學的客觀教學環境和語言評估理論，提出適用於本港小學普通話科的聆聽和口語評估模式，供教師和師資培訓者討論和參考。
This paper attempts to examine the defects in assessment works of primary Putonghua subject based on the analysis of subject syllabus and outcomes of a teacher questionnaire. In accordance with teaching objectives, teaching environment and theories of language assessment, a mode being regarded suitable for assessing Putonghua listening and spoken language abilities of primary students is introduced.
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為配合最近幾年本港教育改革和社會的轉變，我們有需要培養能獨立思考、具有解難與有創意的學生，以面對21 世紀的挑戰。在教育上要達到上述目的的方法有多種，而在中文教學上應用比較教學法，可能是一項有效的方法。
本文討論比較教學法的理論，包括它的涵義、價值、種類、設計與施行。其次舉出幾種教學實例，最後並論及它的優點與局限。
To cope with the local educational reforms and the change of Hong Kong society, with the aim of facing the challenge of the 21st Century, it is especially urgent that we should train our youngsters in the way that they can think independently, creatively and can solve the problems themselves. There are many ways in educational aspect to achieve these goals. The use of comparison teaching method in the teaching of Chinese may be one of the effective ways.
This article dues with the theory of comparison teaching method, including itsdefinition, its value, its types, the different designs and how to put them into practice. In the end, it will discuss the strong points to use this method as well as its limitations.
[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Associationl is the property of Hong Kong Teachers' Association at http://www.hkta1934.org.hk/]

寫作教學一直是語文老師感到頭疼的事情。許多小學生一聽到要作文，便流露厭煩的神色，覺得寫作是一件苦差。學生對寫作沒有興趣，只是敷衍成篇，交差了事。全班的作文往往千篇一律，全無新意，教師也以改作文為痛苦的事。為了要改變這種情況，香港有些小學進行了寫作教學的改革。一九九四年，開始在一所小學推行寫作教學的新嘗試，名為「全語文寫作教學」；一年後，增至三所小學。一九九七年，又增加到九所小學。全語文寫作教學參考自全語文取向 (Whole Language Approach) 的精神，是以學生為中心的一種教學法，它的信念是：文字是用來溝通的，因此要注意教材的實用性，同時也注重聽、說、讀和寫的配合。本文的目的是：介紹全語文寫作教學的理念和推行的過程，探討這個寫作計畫對香港的學校、教師、學生和寫作課程的影響。
The teaching of writing is always a headache to Chinese language teachers. Many students in primary schools show no interest to composition lesson and they just finish writing casually. Language teachers also feel that it is very dull to correct students' composition as they are all the same. In 1994 , a primary school in Hong Kong conducted a reform of teaching of Chinese writing. The school adopted a new writing project named as "Whole Language Writing Project". In 1997, there were 9 schools joined this project. "Whole Language Writing Project" is student-based. It emphasizes on the practical use of writing and the combination of writing, reading, speaking and listening. This paper tries to introduce the theory and account for the implementation of this writing project. The influence of the project on students, teachers, schools and the curriculum of writing are also included.
[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Associationl is the property of Hong Kong Teachers' Association at http://www.hkta1934.org.hk/]

學習語文必須由基礎開始，循序漸進，因此，幼稚園的語文學習絕不容輕視。本研究從幼稚園教育工作者的角度出發，探究（一）香港幼兒文學作品的特點；及（二）幼兒文學在幼稚園教學中發揮的作用、困難及解決方法。本研究共發出180 份問卷予幼稚園教育工作者，並深入訪問了14 位幼稚園教育工作者。研究發現幼稚園教育工作者認為幼兒文學作品最重文字淺白、圖畫顏色悅目及人物造型生動，現時香港的幼兒文學作品雖能符合被訪者的期望，但其對幼稚園教學的作用則受到家長的重視程度、學生的閱讀興趣、良好作品的數量、教師的觀念和學校經費所限制。
Without concrete language foundation, children will find it difficult to use language as tools for learning when they grow up. Mastering of language abilities should therefore start progressively from elementary education. Language learning in kindergarten should not be neglected. The present study, from kindergarten educators' perspective, focuses on (1) characteristics of children literature in Hong Kong; (2) their functions and application in kindergartens. 180 questionnaires were distributed among kindergarten educators and 14 kindergarten educators were interviewed in details. It is found that simple words, colourful pictures and attractive figures were 3 important characteristics of children literature. Children literature in Hong Kong can meet kindergarten educators' expectation but its educational functions and application are limited by parents' attitude, children's reading interest, teachers' concept, insufficient children literature of good qualities and insufficient budget of schools.
[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Associationl is the property of Hong Kong Teachers' Association at http://www.hkta1934.org.hk/]

本文是一個追蹤研究，首先收集研究對象中一至中三的作文103篇，並採用現象學研究法（Phenomenological Research ）的意念進行研究。現象學研究法的重點在於深入了解人類自然的生活，把沒有虛飾的生活體驗和意義呈現出來。本文主要運用兩種分析工具：威堅遜模式（Wilkinson， 1980）及內容分析（text analysis）。論文研究的目的：分析受試者初中情意表達能力的層次。
This article is a longitudinal research which monitors 103 essays of a student from F.1 to F.3 by adopting "phenomenological research". Phenomenological research is based on the deep understanding of human life, presenting us with the truest life experiences without disguise. The ability to express emotion of a student as reflected from his Chinese composition. Two models are employed in this research: Wilkinson's (1980) and text analysis. The objectives of this research is to analyse the abilities of junior secondary school students to express emotions.
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]