不少關心兒童心靈教育的學者提倡以生命教育的方法去加強兒童的品德和價值教育；在香港課程發展處張永雄總課程發展主任曾提出以「認識生命、愛惜生命、尊重生命和探索生命」四個學習層次去培育學生的靈性教育。為了了解香港和深圳小學在推行生命教育的異同，本文將用一個試驗性的小型問卷，了解兩地小學師生看生命價值的看法；加上相關文獻和兩地小學生命教育的質性訪談個案資料，嘗試勾劃不同的社會制度和文化中，港深兩地小學生命教育的情況，並就兩地兒童心靈教育的發展作出討論、分析和建議。

The paper reports the results of a comparative study of the decision making process undertaken by students in Hong Kong and Guangzhou, China about a socio-scientific issue affecting both places.

Hong Kong people never gained autonomy and they were the ruled. What the government intended to educate people always showed the way and the trend of the officials wanted to govern their citizens or subjects. Govern mentality of education policy indicated the intentional reasons of making required citizens through schooling. Basically, the de-colonization showed that the policy of domestication was implemented during the Hong Kong transition period where the government patronized and empowered the Hong Kong people gradually through human rights adopted and political democratization from 1984 to 1997. The intentions were quite obvious presented in policy documents and responded to the historical contexts.
[Copyright © 2014 Center for Promoting Ideas, USA.]

The civic education policy at the school level in Hong Kong had emerged before the Second World War, but the Hong Kong Education Department did not really implement this civic education policy. From the statist and colonial perspectives, this phenomenon was due to several factors, such as: (1) how the Hong Kong Government coped with the whole historical period and scenarios; (2) how it implemented the related policy; (3) whether civic education policy really became part of the government agendas; and (4) whether education did clarify some crucial historical questions. This paper wants to make certain about these questions. In fact, the Republic of China adopted modern schooling system which civic education was one of school subject. But it was not the education policy of the colonial Hong Kong Government. Historical reasons about this issue require reconstructive explanation. Under this study, the understanding of misinterpreted history can be amended correctly.
[Coryright © 2014 David Publishing Company.]

English teaching and learning has taken an interesting shift in Hong Kong schools with the implementation of the New Senior Secondary (NSS) curriculum under the 334' education reform. Situating the paper within the broader considerations of the intersection of Cultural Studies and English teaching, this paper examines the challenges and prospects of teaching the new Language Arts elective called Learning English through Popular Culture module. It is argued that while the module endeavours to connect and motivate Hong Kong students to learn English through popular culture materials, the official curriculum and schemes of work, however, narrowly articulate the teaching of popular culture texts conceived as text-types'. Such a formulaic approach to using popular culture in the classroom is limiting and locks students into a procedural way of thinking' and doing' popular cultural texts. The paper concludes by offering some ways forward that might deliver what is otherwise a revolutionary and innovative curriculum. Beyond the specific case of Hong Kong, the curriculum challenge discussed is instructive for other education systems and curriculum scholars looking to develop new pedagogies from the intersecting disciplines of Cultural Studies and English teaching.
[Copyright of Oxford Review of Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/03054985.2015.1110130]

This paper reports on a research project that monitored four key features in an in-service teacher education course for secondary art teachers in Hong Kong. First, the content of the course was reframed to include focus on the attributes of good art teachers and standards of good art teaching. Second, the theory-into-practice model of previous courses was reframed to include a focus on understanding theory through its practical implications. Third, teachers were encouraged to use dialogue journals to reflect on how the ideas and information presented in the course confirmed or challenged their beliefs and practices. Fourth, jointly developed “standards of good practice in art teaching” were used for self and peer evaluation in the teaching practice. Data from dialogue journals and end-of-course interview as well as questionnaires suggest the value of such approaches for in-service teacher education.