Background: During the period of British colonial rule, the nature of civic education in Hong Kong was characterized as denationalized, depoliticized and decontextualized. The 1984 Sino-British Joint Declaration substantially altered the nature of civic education. The "China Today" module of Liberal Studies (LS) was one of the results of the re-engineering the civic education. The teachers' paradigms of the "China Today" module were explored because the module used national themes as materials to inculcate values in students and is directly related to both citizenship education and national education.
Aim: The aim of this study is to examine teachers' paradigms of the "China Today" module through their conceptualization of citizenship and their perspective on teaching. Samples: Four secondary teachers of the "China Today" module were invited to participate.
Methods: Questionnaires, semi-structured interviews and non-participant observation were used to assess the teachers' perception and practices.
Results: Data from the questionnaire and interviews revealed that the four teachers highly valued moral, socially concerned citizens and democratic citizens. In terms of aims and approaches to citizenship education, the four teachers embraced the notion of citizenship as competence as aim and reflective-inquiry approach, but only two teachers were able to carry them out in the classroom setting. Another two teachers used transmission approach.
Conclusion: Framed by the notion of citizenship as competence as their aim and equipped in issue-enquiry or reflective-inquiry approach, and experienced in developmental perspective on teaching, the CSS2 and CSS3 teachers were able to cultivate in student' dispositions and skills. Teachers unaware of the citizenship framework and unfamiliar with the developmental perspective on teaching found it difficult to cultivate rational aspects of students.
背景：在英國統治期間，香港公民教育有以下的特色：就是課程不涉及祖國和政治，並且沒有脈絡。1984年，中英聯合聲明大大改變這本質

背景﹕培育學生的閱讀表現是香港教育改革的一個重點，課程發展議會於2002年把「從閱讀中學習」列為課程改革的四個關鍵項目之一。經過幾年來的努力，香港學生閱讀能力在「2006年學生能力國際評估計劃」，從2003年排名第十位躍升至名列第三位；而在「2006年全球學生閱讀能力進展研究」中，香港小四學生的閱讀能力在四十五個參與地區中，從2001年排名第十四位躍升至第二位。從這兩個於零七年底公佈的學生閱讀能力國際評比的報告中，反映香港中小學生閱讀表現是有提高的。
目的﹕香港學生閱讀能力的提昇是從何而來的呢？為了進一步瞭解當中的原因，本文將借用一所小學個案去解構學校改善學生閱讀表現的歷程，並嘗試分析有效影響學生閱讀提高的校本策略。
研究對象與方法﹕一所香港小學的學生、家長和教師對學生閱讀表現的量性資料，加上對校內學生和相關教師的深入訪談和相關的校內文件，勾劃出這所學校在過去幾年在提昇學生閱讀的經驗。
結果﹕研究發現該校把建構閱讀文化列為學校發展的閱讀項目，然後透過學校自評的理念，持續監控學校在推行閱讀的情況；該校除了創造更多的閱讀環境外，更引入集中閱讀和發展性閱讀等策略，加上在全校教師參與的情況下，學校在三年間確立了學生的閱讀習慣。
總結﹕透過這個個案研究法，把一所小學提昇學生閱讀的校本經驗外顯，讓人們瞭解香港校是怎樣實踐校本課程改革，說明香港學生閱讀表現的提昇，是不少學校和教師的努力耕耘的成果。
Background: One of the theme of educational reform is to improve the reading performance of pupils in Hong Kong. The Curriculum Development Council stated "to promote a reading culture" is one of the four key tasks of school curriculum reform on 2002. After several years, Hong Kong pupils have a better result in international assessments. In the Programme for International Student Assessment(PISA), Hong Kong pupils have a clear up from 10th in 2003 to3rd in 2006, Meanwhile, Progress in International Reading Literacy Study (PIRLS) 2006 finds that Primary 4 pupils in Hong Kong come second in reading literacy among 45 participating jurisdictions, up from 14th in 2001.
Aims: To investigate the improvement of pupil's reading by a case study and analysis the school-based strategies used.
Method: Beside the quantitative and qualitative data of a primary school, focus and in-depth interviews are used to triangular the reasons of the improvement of this primary school.
Results: The improvement of pupils' reading in this school causes from several reasons. The school utilize self-evaluation concept to regulate the pupils reading, create more opportunity for pupils' to read, adopt useful reading strategies for the school development.
Conclusion: The case illuminates the process of a school to improve pupils' reading performance and gives

Science is no longer taught as a separate primary subject in Hong Kong after the implementation of General Studies (GS), which integrated three disciplines, viz., Primary Science, Social Studies and Health Education. Science achievements of 333 fourth-grade pupils were compared with results of past Hong Kong pupils participating in the Third International Mathematics and Science Study (TIMSS). The findings revealed that the GS Curriculum did not produce better or worse overall results of pupils' science knowledge than the previous Primary Science Curriculum in Hong Kong.
現行香港的小學常識科課程把科學科、社會科及健康教育科綜合起來。常識科推行後，在香港的小學課程中再沒有獨立的科學科科目。本文將333 位小四學生的科學成績和『第三屆國際數學與科學研究』(TIMSS)的結果作比較，發現以常識科模式學習科學，學生的科學成績與從前以獨立科學科學習科學之整體成績相若
[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/]

在二十世紀初，教師早以專題研習作為教學設計。雖然一直沿用至今，仍未能被本港一般學校普遍採用。近年，由於它被列為課程改革的四大關鍵項目之一，教師便一窩蜂去嘗試。然而，教師卻認為專題研習除花去他們不少的教學時間、增加他們的教學負擔外，學生亦因未能適應專題研習的主動學習方式，及未能掌握所需的社交技能而使專題研習的效果不一。建議教師多採用「學習型」的專題研習，輔以合作學習去幫助學生作好進行專題研習的準備。
Project learning, as a teaching strategy, has been used in the classroom since the early 20th century. Despite its historical background, it has not been popular among the Hong Kong teachers until it becomes one of the four key tasks in the current education reform. Nevertheless, many teachers still think that project learning is time-consuming, as well as a burden to their teaching load. Sometimes, the effect of project learning is not good because students have not yet accustomed to learning by themselves, apart from not yet acquiring the necessary social skills for project learning. It is recommended that teachers should adopt the kind of project learning that focuses on learning something new rather than consolidating something old, in addition to using cooperative learning to prepare students for project learning.
[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/]

The present study is unique in being one of the few conducted with the teacher trainees in Hong Kong to gather and analyze relevant data related to environmental education. In this regards, this study aims to investigate (i) the environmental worldviews, (ii) the environmental dispositions, (iii) the perception on the urgency of major local and global issues, (iv) perception towards various environmental protection issues, (v) various aspects of green behavior, (vi) environmental knowledge and (vii) the related academic background, of the teacher trainees of the Hong Kong Institute of Education. The research method adopted is basically quantitative, in which a set of questionnaire serves as the measuring instrument to access the teacher trainees' environmental attitudes, behavior and knowledge. These findings will provide useful information for curriculum development purposes such as developing relevant and appropriate teaching content, strategies and methods for new and existing environmentally related modules.
[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/]

In the past three decades, the Hong Kong primary Social Studies curriculum experienced several changes. Since each phase of development has been influenced by various internal and external factors, the curriculum itself could naturally reflect the social physiognomy and spirit of the time. By utilizing the methodology of documentary analyses, this paper aims to analyse the changing features and meanings of the Hong Kong primary Social Studies curriculum at each developmental phase from 1967 to 1997. It is hoped that the paper will shed light on how the Social Studies curriculum has responded to and reflected the contextual changes of different times.
三十多年來，香港的小學社會科課程經歷了數次的轉變。由於每一次的轉變都受各種內在及外在因素所影響，故課程本身亦反映不同時代的面貌及精神。本文以文獻分析的方法，探討小學社會科課程在一九六七至一九九七年期間不同發展階段的特色和意義，並展示它如何配合及反映不同時代的環境轉變。
[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/]

二零零零年，香港課程發展議會發表教育改革諮詢文件，重申跨學科課程對於學童在整全性知識發展方面的作用。事實上，小學常識科作為一個跨學科課程已推行了五年。教師對於這種課程的理念、認識及實踐，對課程改革的進一步發展，實在有其參考值。本文以問卷調查為工具，用定量分析研究教師對跨學科課程的認知程度及實施情況，以探討學科統整改革的正確路向。
In 2000, the Hong Kong Curriculum Development Council published the consultation document on educational reform, re-affirming the role played by integrated curriculum in the holistic development of the pupils. In fact, General Studies, as an integrated curriculum, has been implemented for five years. Teachers’ perception, knowledge, and practice of such integrated curriculum would definitely have referential and revelatory values for the further development in curriculum. This paper adopts a quantitative approach with the use of questionnaire survey as an instrument to analyse teachers' perception, knowledge, and practice of integrated curriculum for the sake of charting the proper course for its future development.
[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/]

Biotechnology has become an important modern advance that has significant social implications. While it is getting more exposure in the news, awareness of its nature, applications, and social impact among teacher trainees and school teachers and students are limited. In Hong Kong Institute of Education, serious efforts have been demonstrated by science staff to incorporate biotechnology curriculum materials for existing and new Science & General Studies modules in sub-degree, degree and PGDE courses. A number of hands-on experiments on biotechnology have been continuously adopted from both foreign and local sources. Multimedia teaching resources on biotechnology, such as CDs, videos and relevant issue-based materials are obtained. Also, teaching guidelines regarding their use in the teaching and self-study purposes are being worked out. It is hoped that the trained graduates can help promote Biotechnology education to their pupils.
生物科技近年取得突破進展，對社會影響日深。雖然有關的新聞報導越來越多，但一般老師和學生對其質、應用及社會衝擊所知有限。香港教育學院科學系，嘗試將生物科技課題併入証書課程、學位課程及教育文憑課程的科學單元和常識單元內。作者透過本港及外國的資料，引進了一些可行的實驗。此外，也發展了一些生物科技的多媒體教學資源，例如：光碟、錄像及時事輯錄等。同時還製備了有關的教學指引以供準老師教學及自修之用。
[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/]