本研究作為一先導課程旨在初步了解香港國際學校漢語課程的進行情況。調查方法包括：對52所國際學校發出問卷；並向其中6所學校進行電話訪問及走訪了22所學校，初步掌握了這些學校的資料。從：一、學校概況 (教學模式、地理位置、辦學組織、收費、學生資料及語言課程)；二、漢語課程及教學 (師資、漢語課教學語言、教學課時、內容、教材、教學法、成效評估) 兩方面初步作了分析。在有限的資源及時間限制下，本研究只能對國際學校漢語課程作簡單的探討及研究，更進一步的研究，則期望能物色幾所國際學校，並對其「漢語課程」作深入的探討，使能在本研究的基礎上，為本地國際學校建構一合適的漢語課程體系及提供相應的師資培訓課程，以提升本地國際學校，甚至一般學校漢語教學的素質。

所謂兩種語言之間詞語的對應關係，往往是指兩者的理性意藝的相當，而兩者的附屬意義可能存在著差異。香港粵語和普通話不屬於兩種語言，但是作為母語的香港粵語和作為共同語的普通話，確實存在著附屬意義的區別，有時彼此的區別還相當大，這就成為香港學生學習普通話的難點，是橫在香港粵語和普通話之間一堵無形的牆，交際的誤差和誤會往往由此而產生。 以普通話作為母語的教學對於詞彙的色彩並未給予相當的注意即使有時注意到其表達意彩，區分也不是特別細緻，主要靠學生自己的語感，但對以粵語作為母語的香港學生來說，在第二語言教學的過程中，特別是在中、高級階段的普通話教學中，對於詞的表達色彩就應給予特別的注意，區分也要特別仔細。香港的普通話教學要想提高學生實際運用普通話的能力，就要讓學生掌握好普通話詞彙的表達色彩，這是提高學生實際運用語言能力的關鍵因素之一。

Using IT for teaching and learning at schools is not only a hot issue nowadays, but it is also a threatening demand of all the school teachers in Hong Kong. The most common way is to present the lessons using presentation software. Under the limitations of the functions available in common presentation software, and the average IT competence level of school teachers, the majority of the products are no more that reproducing the content of textbooks using those presentation software. Not too long ago, expecting an IT amateur, such as a primary teacher, to produce full multimedia teaching materials with attractive animation was generally considered as unrealistic, if not impossible. For most school teachers, reproducing the content of textbooks using presentation software is already a daunting task. Most recently, more and more software tools which are powerful, yet very user-friendly, are available in the market. With those tools, an average IT competent school teacher, with reasonably short period of training, can produce innovative multimedia teaching materials with attention-drawing animation. This paper demonstrates how this kind of tools can be applied innovatively in teaching Chinese Language in primary classrooms. Since this paper is not a tutorial note, it does not teach how to use a specific software. Rather, it suggests various ways the elements of the subject can be taught in the teaching materials, making use of the powerful functions of the software tool.

「促進學習的評估」是近年世界各國課程改革的重要項目。實踐「促進學習的評估」的理念，Black 和 William 提議一種常用的方法是教師在日常教學上多注意給予學生回饋。研究者常有機會視導準教師的教學，但他們卻未能有效運用回饋促進學生的學習。因此本研究旨在探討香港中國語文準教師在閱讀課是怎樣給予學生口頭回饋和他們給予學生回饋時做得不足的地方。研究對象是二十位修讀香港教育學院小學榮譽教育學士的準教師，研究者在他們實習期間和他們觀課並進行錄像分析，然後邀請六位作訪談。研究發現大多數準教師給予學生教師主導的回饋，較少運用學生為本的回饋。準教師未能善用學生的回應，也欠缺多元化的追問。本文最後提出建議，希望藉此提升準教師給予學生口頭回饋的效能。
[Copyright © 2015 Journal of Educational Research and Development.]

Many teacher educator researchers often stand outside of schools to teach others about what is going on inside of them. In 1994 a team of researchers sought a different approach when they embarked upon a journey to enhance the professional development of primary teachers within the teachers' own school settings. The goal of this journey was to facilitate the development of literature-based reading programmes in selected Hong Kong primary schools. This colloquium will describe the process of facilitating and charting the development of the teachers as well as monitoring the growth of their students in reading over a three year period. The conditions and factors that influence teacher development will report briefly on the work in their respective schools and the approaches used to facilitate teacher development. Researchers will offer insights into their personal successes and failures and indicate directions for continuing teachers' professional development after the project. The limitations and strengths of adopting a long term approach to enhancing and studying teacher development from a curriculum initiative and research perspective, will be examined and recommendations offered for the way forward into the new century.

Based on qualitative data obtained from 15 South Asian (SA) B.Ed. (EL) (Bachelor of Education in English Language) students, this study reports on SA students' difficulty in mastering Mandarin-based written Chinese and the vernacular Cantonese in Hong Kong. For convenience, SA here also refers to students whose homeland is the Philippines. Since Britain's return of sovereignty to China on 1 July 1997, the language policy of post-colonial Hong Kong is characterised by biliteracy and trilingualism (兩文三語): the ability to read and write Chinese and English and to speak Cantonese, English and Putonghua/Mandarin. Unlike during the colonial era, much greater significance is now accorded to Chinese literacy, but SA students' poor performance in written Chinese and Cantonese defies such social expectations. A lack of Chinese literacy is a major stumbling block towards gaining access to educational and career opportunities. This raises two ethical issues: social inequality resulting from a lack of a level-playing field and denial of opportunities for social mobility through education. Implications of our empirical findings will be briefly discussed in light of Cummins' interdependency hypothesis on the development of basic interpersonal communicative skills and cognitive academic language proficiency in Chinese.
[Copyright © 2015 Taylor & Francis.]

自清末語文設科以來，語文課中文言教學佔有一席位置，已有百多年的歷史。 五四運動後，文言的地位並不如白話，但這並不意味着語文課程不需要教文言。現在 大多數學生認為文言寫的是古人古事，現代社會已不需要（張偉 2010），所以他們沒 有興趣學習。其實中國文化博大精深，文言是重要的文化遺產，是需要承傳的。香港 中國語文科中文言是學生學習語文的一環，但卻是他們學習的一個難點。最近 2012 年 中學文憑試（Diploma for Secondary Education）中國語文科的成績僅有五成學生及格， 是中文、英文、數學和通識科四科成績中學生表現最差的，中文科閱讀理解試卷中， 學生表現最不理想的是閱讀文言的部分。其實香港教師是很用心教學，但文言教學效 能卻是差強人意。筆者任教教師培訓課程十多年，有機會到訪不同的學校，觀察教師 上課的情況，本文就觀察所得，與教師分享和討論文言教學的現況與對策，希望加強 教師對文言教學的信心。
[Copyright © 2015香港中文大學中國文化研究所吳多泰中國語文研究中心.]