Background: Students in Hong Kong often lack creativity when writing compositions. Based on the dual coding theory and the Multidimensional Interactive Creative Imagination Imagery Model, imagery training may help students to write more creatively.
Aims: This study is to investigate the effectiveness of the imagery teaching method imagery as a creative thinking skill.
Sample: 2 classes of students (37 and 36) participated in this pre-test, intervention, post-test writing study. One class received imagery training while the other class did not.
Method: Using hierarchical regressions, path analyses and a structural equation model, their compositions were evaluated in 4 ways: fluency, uniqueness, content, and grammar/convention.
Results: Students receiving imagery training performed better than the other students in the areas of fluency, uniqueness and content, but not grammar. Furthermore, girls were more likely to do well on the content part in the post-test than boys.
Conclusion: Imagery training is useful in enhancing students' creativity in Chinese Composition. Further research is suggested in the following two areas: training program and the process of creative writing by dual-coding theory.
香港的學生在寫作時一般都被認為欠缺創意，基於the dual coding theory 和the multidimensional interactive creative imagination imagery model，意象教學相信有助學生寫出更有創意的文章。本研究請來兩班各有37 及36 名學生，參與了包括預先測試、介入教學及培訓結束考核的寫作教學研究，其中一班受過意象教學訓練，另外一班則未有受訓。透過等級制度的回歸、軌道分析及 結構性的 方程式模型 ，們的作文會就以下四方面得到評核：流暢性、獨特性、內容及語法。結果顯示，受過意象教學訓練的一班學生在流暢性、獨特性、內容等方面的表現均比沒有受過意象教學訓練的一班較佳，但在語法上則沒有影響；同時，在培訓結束考核中，女生在語法的表現亦較男生為佳。
[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/]

本文的目的，是分享一些有用的網址和光碟去支援常識科的跨範疇統整。
香港教育統籌委員會第四號報告書指出課程出現問題是因為學校不同課程的分割。根據課程發展委員會的建議，將社會、科學、健教三科綜合成為常識科，不單簡化了相似的課程，更容許學童在不同的角度觀察事物，從而有一個整體的學習經驗。為了減輕這個問題，課程發展者將小學其中三科綜合成為常識科，已1996 年推行，並得到很多小學的採用。此課程的另一項優點是包容跨課程的主題，例如: 環境教育，公民教育，倫理道德教育及性教育。根據課程發展議會於2000 年十一月的諮詢文件，常識科會進一步修訂，加入個人、社會及人文教育，科學教育，與科技教育三個學習領域的基本學習元素。
常識科課程改革主要路向之一，是讓學生在學習過程中運用資訊科技，進行探究學習，增強科學與科技元素的教學。而作為跨學習領域的課程，常識科締造了很大的空間讓學生培養終身學習所需的共通能力。
[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/]

本研究的目的是透過設計及實踐資訊科技教育活動，了解其教育功能。本個案研究為期一年，共有十位教師及七十五名學生參與。研究成果是三個應用資訊科技主題活動，他們是：(1)製作數碼圖書，(2)製作數碼活動記錄冊，(3)製作數碼短片分享行為表現。研究結果顯示資訊科技創造屬實的學習機會，提供豐富的教學功能及扮演授權賦能的角色。
The aim of the case study is to design thematic learning activities for understanding and analyzing roles of IT for improving Learning & Teaching (L&T) of school education. This research involved 10 teachers and 75 learners in a one-year study. Three thematic activities were designed and implemented. They were: (1) digital book production, (2) digital activity record production, and (3) digital video clip production for sharing behavior of learners. Results of the study indicated that IT could play three roles in education. They are: (1) providing authentic learning opportunities, (2) enhancing teaching capability, and (3) empowering L&T activities.
[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/]

本文描述香港政府在中學推行資訊科技教育的政策， 並以三間中學作為實例， 以探討政策與中學生在實際使用資訊科技模式的差距。本文並探討由以課本為根據、以教師為中心的教學模式， 轉向較為互動和以學生為中心的「範式轉向」所產生的問題。
This paper describes the information technology strategy in secondary school o f the Hong Kong Government , and makes use of three secondary schoo is as examples to compare the differences between governmental strategy and the actual pattern in information technology as used by students. The issues arising from the paradigm shift due to a largely textbook-based teacher-centred approach to a more interactive and learner-centred approach is discussed .
[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/]

為配合香港政府積極推行的資訊科技教育政策，教育工作者正努力發展不同的方案，應用資訊科技改善教學。本文介紹專為小學常識科而設的數碼錄像短片資源庫，探討短片如何協助教師在教學應用資訊科技。文章首先討論推行是項計劃的目標及成果，然後就使用者的問卷調查所得，歸納意見，討論如何改善資源庫的使用介面和怎樣增潤短片的內容。文章進一步討論研究的啟示：錄像短片在教學上的應用及教師在發展數碼錄像短片資源庫的角色。
In respond to the Government's policy of using Information Technology (IT) in education, various approaches are attempted by educators to enhance the effectiveness of using IT in learning and teaching. This article describes a resources bank of digital video clips, which is especially designed for General Studies in Hong Kong primary curriculum, and explains how digital video clips can assist teaching in classrooms. It starts with objectives and outcomes of the project, which followed by a discussion of the findings from a survey conducted with users. Based on the users' opinion, ways of improving the interface and content will be discussed. The article further discussed the implications inferred by the result. They are the use of digital video clips in teaching and learning, and the roles of teachers in the further development of the resources bank of digital video clips.
[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/]