中國語文科課程改革後，香港的中國語文教學法亦從傳統的直接講授，變得多樣化，其中影視教學因未曾為教師充分掌握，難以發揮最大的教學效益。本文嘗試探討影視的語文教學功能和利用影視進行語文教學的策略，並就中國語文科的九大學習範疇，分別舉出結合影視的語文教學設計，期望能令教師更有效地利用影視進行中國語文教學。
[Copyright © 2017 中華書局(香港)有限公司.]

《深化語文教育改革的思考與實踐》內容包括語文教育改革的深化工作——以香港的經驗為例、語文教育“回歸生活”探究、教育可以由“小”人手：小時候的飲食禮儀、如何在高中語文教學中促進學生主動學習、上海市中小學語文教科書編寫探析——兼論閱讀能力在教科書中的體現、試析香港《現代中國語文》小學語文教科書之練習設計、閱讀與認知發展：香港小學中國語文教科書的練習系統研究等。本書給供相關學者參考閱讀。

對於大部分中文初學者而言，學習中文的最大困難，在於漢字學習。有關漢字的學習，普遍認為有三大困難，分別是「字多難記」、「形多難寫」和「音多難讀」（謝錫金，2002）。而在香港的幼稚園，幼兒於入學後便開始進行中文識字教學，但其中部分幼稚園偏重以重複抄寫的方法幫助幼兒識字，被受爭議（幼稚園視學組，2004; 2005; 2006）。因此，香港不少家長、幼兒教師和教育學者/教育研究者，同樣關注香港幼兒語文教育中，識字課程的設計和施行情況。 針對以上種種，香港大學教育學院中文教育研究中心透過問卷的方式，向本港學前教育機構和教師進行一項有關幼兒中文教與學方法的研究調查。研究計劃的名稱為「香港學前機構中文教學研究」。是次研究共有1200名學前機構教師參與，當中研究範疇包括中文課程模式、教材、教學語言、教法、教學上遇到的困難及教師專業發展等分項。研究結果發現，香港幼兒教育需要發展一個更有系統和生活化的識字課程。而進一步的科學研究數據能夠幫助香港幼兒教師規劃更有質素的識字教學方法。另外，研究反映香港幼兒教師在不同專業發展領域尚有待提升，包括有效的識字教學法、學前兒童學習理論等。學界有必要增加幼兒師資培訓與進修的資源與空間。
[Copyright © 2013 The Hong Kong Institute of Education.]

近年香港少數族裔學童的中文學習備受各界關注。文獻顯示他們經常受到中文能力不足而限制了中小學教育以至日後進修的途徑。當少數族裔學童入讀以粵語為教學語言的主流學校之後，能否駕馭作為第二語言的粵語，成為他們學習成功的關鍵。 本文將報告三十位南亞裔學童小學三年級在一年之間的粵語口語發展與轉變。口語能力測試的重點是詞彙、語法以及敘述能力三個向度，使用了標準化測試工具「香港兒童粵語口語能力量表」中的三個分測驗 : 名詞表達、語法理解及故事重述。另外我們也調查了學童的語言背景以及在不同場所的語言運用。結果顯示，在第一次測試中，所有小三學童在三個分測驗中的表現都遠低於常模的年齡期待值，名詞表達能力與期待值的落差最大，部分學童是低於五歲半常模。在一年之後，學童的語法理解及故事重述都有顯著進步，特別是在語法方面的名詞組和複雜句理解，以及故事重述中的參照指涉標示。但是多數受試學童在名詞表達測試中沒有任何進步，許多與本地文化關係密切的詞彙，如粽、蘿蔔、茶葉等，即使在測試後允許使用英語補充，也無法正確說出名稱。在判斷涉及否定詞的語句時，也有相當困難。以上的結果呈現出南亞裔學童的粵語學習是與本地學童的第一語言發展是有明顯不同的發展軌跡。 另一方面，南亞裔學童語言運用調查的結果顯示，他們在家中是以南亞族語為主(65%)，在鄰舍以及學校教室外的互動則是使用英語 (33%-42%) 和南亞族語 (38%-34%)，粵語的角色相對的低 (29%-24%)。由此可見，粵語在南亞裔學童的日常生活中並沒有明確的功能與地位。以全美外語教學委員會 (ACTFL) 的《全球外語學習標準》來看，這些學童的粵語 / 中文學習，在貫連 (connection) 和社群 (community) 這兩個維度有明顯的不足；許多學童在離開了教室後，英語、南亞族語是他們的主要溝通工具，中文學習形同孤島。所謂沉浸式學習只是空中樓閣。有關當局必須正視少數族裔學童的獨特語言學習環境生態，以學習者為中心，建立一個真正多元多軌的中文為第二語言課程，使得少數族裔學童能夠透過中文，連結不同場所生活與學習經驗的功能，融入社群。

在漢語教學的國際熱潮中，香港的情況比較特殊。除了通過普通話教學外，更多香港非華語人士需要學習本地通用的廣州話（粵語），從而認識中文，解決生活的需要。粵語是現代漢語中較強勢的方言，有自成體系的語音系統、方言詞彙和語法特色。非華語人士如要通過粵語學習中文，面對粵語口語和現代漢語書面語之間的差距，往往會較諸通過普通話學習中文更遠。 以粵語作為中文教學媒介語在香港由來已久，無論是中文母語或二語教學，如何能指導學生兼顧口語與書面語表達之間的差異──能以粵語口語有效表達，同時又能避免 讓粵語方言干擾現代漢語書面語，素來都是中文教師的重大考驗。為此，本文將以一次支援「多元文化教學助理先修課程」的中文教學實踐為例，報告如何活用粵語拼音，裝備非華語中學業生掌握基本的中文幼兒教學用語，並認識與本地幼兒教師溝通所需的粵語。 上述教學試驗為特定對象而設，含前測與學業評估（口語及書面語）共 30 教時。本文擬檢視學生的前測與學業評估表現，對照教學實驗重點、學習內容及學生反饋意見等資料，評鑑粵語拼音在教授香港非華語學生中文的意義，為同類課程的未來發展提供實證的參考資源。

外籍人士表示，學漢語最大的困難莫過於漢字（趙金銘，2006）。學漢字必須一個一個地學，一個一個地記。周健、尉萬傳（2004）提出漢字學習三種現象：1. 漢字學習與漢語學習的正相關顯著，漢字學得好的學生往往也是漢語成績好的；2.儘管反復書寫練習是留學生普遍認同的策略，但優秀學生更多地採用音義符歸納策略或整字策略。3.女生成績優於男生，日韓等漢字學習圈學生優於非漢字圈國家學生。本研究試從教學語言方面探討。研究員曾在香港兩所幼兒園，分別以英語及粵語為主要的教學語言進行識字教學的研究。本文將探討這兩所幼兒園的非華語學童識字能力的表現。

Mother tongue language (MTL) curriculum is core to school education in most countries/regions' school curriculum. Through mother tongue language learning, students are expected to enhance their understanding of the nation's culture and foster the sense of cultural and ethnic identity. However, MTL education in Hong Kong is complicated by the colonial history. This study examines Hong Kong Chinese language teachers' perceptions of MTL education, and the implication on MTL curriculum development. The questionnaire was administrated to 97 teachers, and interviews were carried out on 17 teachers. Usually, MTL is both the tool with which knowledge and skills are taught and learned and the vehicle for students to learn about the traditions of the countries' literature and culture. In Hong Kong, 95% of the population is of Chinese descent. Traditionally, education in China was a mixture of philosophy, history, politics and literacy. Chinese as an MTL subject in pre-colonial Hong Kong has always been assigned the mission of developing students' cultural identity in addition to the development of linguistic proficiency. During the colonial period, the Chinese Language curriculum shifted to be more language skills based with less emphasis on Chinese culture and moral education. After the sovereignty of Hong Kong was returned to China in 1997, although a new curriculum was implemented in 2002, teaching and learning in school as well as public examinations seem to be remaining language skills oriented instead of culturally based. This deviation from the trend of both Chinese traditional education and global mother tongue language education makes some Chinese language teachers feel confused. In addition, there is comment that in general Hong Kong students' Chinese language proficiency is becoming weaker and weaker in recent years. Thus, effectiveness of the skills oriented language curriculum has come under question. How a language teacher views the aims and objectives of the language

The English and Chinese reading proficiency of 1376 Grade 4 students in 24 Hong Kong primary schools were assessed using measures developed for the Progress in International Reading Literacy Study. Students' parents provided information about home reading activities (HRA) aimed at supporting their children's reading prior to them entering school ("early home reading activities", EHRA) and during Grade 4 ("home reading activities"). Results indicated that EHRA was a stronger predictor of reading performance in both Chinese and English than HRA. Moreover, 'typical' HRA such as reading books, telling stories and singing songs were found to be predictive of reading performance in both Chinese and English. In English, in addition, playing word games or character puzzles were also activities beneficial to reading performance. Together, these results provide evidence for the beneficial effects of traditional early childhood activities at home such as book reading, telling stories and singing songs for reading performance in later primary school in children's first as well as second language.
[© Australian Council for Educational Research 2017]

Over the past decade, Chinese language teachers in Hong Kong have experienced a series of educational reforms. They are now expected to design and implement their own school-based Chinese language curriculum, and adopt innovative pedagogies and customized materials in the classroom. The current literature suggests that some teachers are not ready for or even resist changes amid new challenges and paradigm changes. This case study highlights the role of emotionality as a key factor for successful teacher change by proposing a local adaptation of the classic model, while pointing out that a combined mode of support inclusive of collective lesson preparation and teaching demonstrations/practical sessions in professional development programs is a key element that helps facilitate teachers' change and provides teachers with experiential learning opportunities and enhanced confidence, leading to their voluntary adoption of the approach and gradual change in their beliefs and attitudes after witnessing the feasibility and effectiveness of the newly introduced concepts.
[© 2017 Teacher Development]