Since the reunion of Hong Kong and china in 1997, Hong Kong has changed its national anthem, education and language policy accordingly. This sovereignty transfer has manifestly brought changes at every aspect of local society, which undoubtedly reflects on the content and design of school curricula. As Putonghua, i.e. The official language in mainland china, has been taught in schools for sixteen years as an important measure to enhance the appreciation and understanding of Chinese cultural heritage and to endorse national identity, Putonghua songs ranging from the Chinese folk songs and the national anthem, to the popular song, Chinghuatze (written by the Taiwanese singer songwriter, Jay Chou), have become an indispensable music learning experience for many Hong Kong students. Integrating Putonghua songs into the general music curricula is part of the education and language policy in Hong Kong schools, how to construct and deliver an innovative and feasible Putonghua music curriculum to be enjoyed by music educators and learners becomes a major challenge and necessary undertaking. This project investigated the phenomenon of the learning and teaching of Putonghua songs in Hong Kong schools since the change of sovereignty in 1997. the principal investigator intended to study the current perception and impact of using Putonghua songs as part of the music curricula in facilitating the understanding and appreciation of Chinese cultural traditions by surveying 400 undergraduate and postgraduate music students (i.e. Potential future music educators in Hong Kong) followed by semi-guided interview sessions with some of those subjects. The perception and viewpoints of future music educators towards Putonghua songs were carefully examined and discussed in order to understand the challenges of the learning and teaching of Putonghua songs in the context of enhancing Chinese cultural exposure, values education and national identity in light of post-colonisation in current Hong

In the past ten years, Hong Kong Government has promoted the concept of biliteracy (Chinese and English) and trilingualism (Cantonese, Putonghua and English) in education. Putonghua has become an important issue in the school curriculum. Educators debate how and when Putonghua should be taught. In the preschool context, whether Putonghua should be taught as a formal subject or informally through fun and games has been debated. Another critical issue is how parents could help children to learn better outside schools. This paper presents findings on the learning and teaching of Putonghua from interviews with parents and school teachers and principals.

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。

香港教育學院2012公布語文政策，當中要求中文主修學員離校前須考獲普通話水平測試二級乙等成績。為此，中國語言學系為中文主修學員提供兩個必修及一個選修普通話科目。惟語言學習要有成效，必須引導學員作自主和持久的練習。 本研究計劃發展的普通話網上自學平台，利用學院電子學習平台Moodle，設計一系列針對普通話水平測試的學習材料，供學員使用，達致自主和持久學習的目標。

國家自80年代開放以來，產生了很多新事物、新概念、新觀念，從而出現了一批又一批的新詞新語。有的詞原是外來詞或香港粵語詞，現在已經進入普通話。這些新詞新語豐富了普通話的表現力，豐富了我們的語言生活。據有關調查顯示，香港中小學普通話科教師對普通話新詞新語掌握得很不夠；調查也發現，香港中小學生認為說普通話時，不應該帶粵方言詞，傾向於不接受粵方言詞，排斥粵方言詞的心理特別明顯。筆者認為，通過媒體、報刊、詞典學習普通話新詞新語，或者參加 “沉浸課程”，都是行之有效的方法；並建設部分常用的新詞新語應該寫進中小學普通話教科書裡，成為教學內容之一。