作者認為在中國傳統的教學、歐洲的文藝復興後的文科中學，以至19世紀末至20世紀都重視古典語文的學習；其後科學主義與人文主義的對立發展，而語文教育應發揚古典時代的傳統，將科學和人文的教育結合起來。作者認為語文課應放在文化背景中考察；課程整合中的大語文觀要注意課程的統與分的問題；內地文化課程中的教材編寫需加入文化意識、未來意識及綜合意識。（何文勝整理）

作者根據語文能力結構、編選體系、單元教學的角度，評論三套小學中國語文科目課為本課程的教科書。結果顯示各教科書仍未建立科學的編選體系和組元的方法。作者建議建立科學的編選體系；建立能力訓練為主導的單元結構；課程綱要與學習綱要需作出協調。（何文勝整理）

這篇文章是指出會考試題內容與課程教學目標的關係和試題內容及要求是否與課程綱要相同，並就課程和考試作出討論分析和建議。（梁振威整理）

作者認為在語文教學中講授語法的目的是為提高學生的交際能力，因此應著重引導學生發現語法規則，內化規則，由具體語句的語法分析達到洞察規則變換，並能作創造性的運用。講語法不能靜止地分析語句本身的結構，而是要把句法分析、語義分析和語用有機地聯合起來。在內容設計方面，作者認為要包括以下四方面：一是交際過程中說話的邏輯重音和語詞輕重緩急的讀音，停頓和語氣、語調等手段；二是運用虛詞以表達不同的語法意義；三是動詞與助詞或副詞的組合以表示動作的時態；四是句法結構的層次與語義的關係。（鄭佩芳整理）

The thesis reports the findings of a study that explored the reading strategy development of Cantonese-speaking students in Chinese-medium primary and secondary schools in reading Chinese L1 and English L2 narrative texts. Findings reveal that strategies used in reading L1 Chinese text were closely related to that in reading L2 English text.

A Chinese script is represented by Chinese characters and each character is a square-shaped configuration with condensed strokes. Children in Hong Kong are explicitly taught to write at a very young age. They are guided to draw vertical and horizontal lines at age three, and are required to write simple characters with few strokes at age four. When children are ready for formal schooling at age six, many of them can write around 50-60 characters. Typical writing lessons consist of penmanship drills and assigned character copying tasks, but in some preschools teachers have begun to change the writing curriculum and make a distinction between emergent literacy and conventional literacy. Early writings are marked by scribbles, drawings and invented spellings, and these are regarded as signs of active exploration for children to understand the writing system. The present study introduces the learning experience of a four-year-old girl who was encouraged by her teacher and parents to be an emergent writer. Her writings went through several stages of development within a year, and her spontaneous experiments with writing in the initial stage contributed significantly to her becoming a fairly independent and confident writer.
[Copyright of Early Years: An International Journal of Research and Development is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/09575140801945304]