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/]

本研究是以問卷調查的形式，分別就中文輔導班的教學內容、教學方法和習作類別探討現時香港一般中學中文科輔導教學的模式，及學生對中文科輔導教學效能的觀感。調查結果顯示，中文科輔導班的教學內容主要集中在範文教學和低層次的字詞教學上，較少進行高層次的閱讀和寫作策略教學；在教學方法方面，大多數的教師都是以直接的知識灌輸為主，課堂形式較為單向，學生的參與機會較少，而教師主要是以外在強化的方法提高學生的學習動機。另外，在學生對輔導教學效能的觀感方面，學生的意見較為中性，大部分學生對輔導教學效能的評分不高，但又至於完全否定輔導教學的效能。針對目前中文科輔導教學的不足之處及配合香港未來的教育改革方向，本文建議香港的教育工作者可以嘗試參考西方的介入研究，從提高學生掌握高層次的讀寫策略、後設認知的能力及學習中文的內在興趣著手，改變傳統的中文科教學模式，使輔導教學更能切合成績落後學生的需要。
This study aimed to investigate the Chinese language remedial teaching in Hong Kong secondary schools. Specifically, the teaching content, teaching instruction, and types of assignment in the Chinese language remedial classes, as well as the students' perspectives on the effectiveness of remedial teaching, were examined. The survey findings in this study revealed that teaching in Chinese language remedial classes was dominated by prescribed texts and lower-level word skills while higher-level reading and writing strategies were seldom taught. Moreover, teachers mainly focused on knowledge transmission rather than teaching students how to acquire knowledge by themselves. Students in remedial classes had very few chances to participate and they were mainly motivated by extrinsic reinforcement. Regarding the effectiveness of remedial teaching, the survey findings indicated that students had a moderate attitude on their learning in Chinese language remedial classes. Although they thought remedial teaching could not help them much, they did not completely disregard its importance. Finally, this paper posited that, in order to meet the special needs of Chinese low achievers and the recent educational reform in Hong Kong, the tradition Chinese language remedial teaching practices should be altered through emphasizing the importance of higher-level reading and writing ability, metacognitive ability, and intrinsic motivation on learning Chinese language.
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漢語拼音教學是普通話教學中的一項關鍵任務。本文分析、討論了香港小學普通話課程中拼音教學的兩個基本原則問題：一進行漢語拼音教學的前提是小學生必須已經熟悉普通話，具有普通話基本交流能力。如果學生的普通話語音積累不夠，那麼，教學拼音事倍功半，效果差；二香港小學的漢語拼音教學不能完全套用內地小學拼音教學的模式，因為兩地小學生的普通話能力和普通話學習環境很不相同。我們從課文內容，課文形式，課文語言以及課堂教學活動詳細介紹我們的香港小學漢語拼音教材的設計和我們一年來的拼音教學實驗情況。最後，本文描述香港小學生學習漢語拼音的特點。
Pinyin is a very important component in Putonghua teaching. This paper reports our research and one-year classroom experiment in teaching Pinyin to Hong Kong primary school children. We summarize two principles in Pinyin teaching: 1) Pinyin teaching in Hong Kong shouldn't follow the curriculum of mainland; 2) Pinyin teaching should start when children have already had the basic Putonghua proficiency. In this paper, we will discuss in detail the designing of Pinyin materials, the classroom activities and the special patterns and characteristics of Hong Kong primary school children in learning Pinyin.
[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/]

香港的中學中史教科書具有內容全面、體系完整、敘事客觀、持論平實、製作精美等諸多優點，但也有一些值得完善、改進和提高的地方，如筆者以為的內容方面略顯陳舊，對中外史學界新的研究成果吸收不夠等等。 本文以一個在香港中學中史教科書廣泛流行然而卻不盡準確的關於元代歷史的說法為對象，進行多方評析，期以說明本港的中學中史教科書實有吸收新的史學研究成果的必要。
Hong Kong's secondary school textbooks on Chinese history have many commendable merits, such as balanced structure, objective narration, well-grounded argument and exquisite design. There are, however, a few areas where improvements are needed, and one of them is the slowness in absorbing fresh historical research findings. Many outdated concepts or sayings which have been convincingly proven false by history researchers are still prevalent. This article addresses this problem by focusing on analyzing a popular yet inaccurate saying on the history of Yuan dynasty and argues that the contents of Hong Kong's secondary school textbooks on Chinese history need updating.
[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/]

本文透過對《課程綱要》和教師問卷結果的分析，探討本港小學普通話科評估工作中的問題，然後根據普通話科的教學目標、小學的客觀教學環境和語言評估理論，提出適用於本港小學普通話科的聆聽和口語評估模式，供教師和師資培訓者討論和參考。
This paper attempts to examine the defects in assessment works of primary Putonghua subject based on the analysis of subject syllabus and outcomes of a teacher questionnaire. In accordance with teaching objectives, teaching environment and theories of language assessment, a mode being regarded suitable for assessing Putonghua listening and spoken language abilities of primary students is introduced.
[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 process of Hong Kong's political transition to the Special Administrative Region of the People's Republic of China, various political forces have been generating impact on the curriculum changes. This paper aims to use the secondary History subject as a case study to demonstrate the implications and complications of curriculum changes in addition to analysing how politics and curriculum interact in the dialectical web of localism, nationalism and globalism. It is expected that it will shed light on the role played by History curriculum in helping pupils to develop local identity in national context while cultivating a sense of global citizenship.
在香港的政治過渡為中華人民共和國特別行政區的過程中，不同政治力量一直對課程的轉變產生影響。本文以中學歷史科為個案，展示課程轉變的含義與複雜性，並分析政治與課程如何在一個地方主義、國家主義和全球主義的辯証關係網絡中產生互相作用。作者期望本文能闡釋歷史課程如何能幫助學生在國家體系中發展本地身份認同而又同時培養世界公民的意識。
[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/]

為配合最近幾年本港教育改革和社會的轉變，我們有需要培養能獨立思考、具有解難與有創意的學生，以面對21 世紀的挑戰。在教育上要達到上述目的的方法有多種，而在中文教學上應用比較教學法，可能是一項有效的方法。
本文討論比較教學法的理論，包括它的涵義、價值、種類、設計與施行。其次舉出幾種教學實例，最後並論及它的優點與局限。
To cope with the local educational reforms and the change of Hong Kong society, with the aim of facing the challenge of the 21st Century, it is especially urgent that we should train our youngsters in the way that they can think independently, creatively and can solve the problems themselves. There are many ways in educational aspect to achieve these goals. The use of comparison teaching method in the teaching of Chinese may be one of the effective ways.
This article dues with the theory of comparison teaching method, including itsdefinition, its value, its types, the different designs and how to put them into practice. In the end, it will discuss the strong points to use this method as well as its limitations.
[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/]

寫作教學一直是語文老師感到頭疼的事情。許多小學生一聽到要作文，便流露厭煩的神色，覺得寫作是一件苦差。學生對寫作沒有興趣，只是敷衍成篇，交差了事。全班的作文往往千篇一律，全無新意，教師也以改作文為痛苦的事。為了要改變這種情況，香港有些小學進行了寫作教學的改革。一九九四年，開始在一所小學推行寫作教學的新嘗試，名為「全語文寫作教學」；一年後，增至三所小學。一九九七年，又增加到九所小學。全語文寫作教學參考自全語文取向 (Whole Language Approach) 的精神，是以學生為中心的一種教學法，它的信念是：文字是用來溝通的，因此要注意教材的實用性，同時也注重聽、說、讀和寫的配合。本文的目的是：介紹全語文寫作教學的理念和推行的過程，探討這個寫作計畫對香港的學校、教師、學生和寫作課程的影響。
The teaching of writing is always a headache to Chinese language teachers. Many students in primary schools show no interest to composition lesson and they just finish writing casually. Language teachers also feel that it is very dull to correct students' composition as they are all the same. In 1994 , a primary school in Hong Kong conducted a reform of teaching of Chinese writing. The school adopted a new writing project named as "Whole Language Writing Project". In 1997, there were 9 schools joined this project. "Whole Language Writing Project" is student-based. It emphasizes on the practical use of writing and the combination of writing, reading, speaking and listening. This paper tries to introduce the theory and account for the implementation of this writing project. The influence of the project on students, teachers, schools and the curriculum of writing are also included.
[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/]