Decoding and language comprehension skills have been found to be the core components of reading comprehension across many writing systems. The present study examined the contributions of vocabulary and some discourse-level skills to reading comprehension in Chinese in addition to that of decoding. One hundred and seventeen Chinese second and third graders in Hong Kong were tested on decoding, vocabulary, discourse-level skills, and verbal working memory. Results of multiple regression analyses showed that the discourse-level skills contributed an additional 5% of variance to reading comprehension over decoding, vocabulary, and other control variables, and all factors accounted for a total of 70% variance in reading comprehension. Further path analysis showed that all the direct paths of word reading, vocabulary, text-structure knowledge, and topic knowledge to reading comprehension were significant. Vocabulary also contributed to reading comprehension through indirect paths to discourse-level knowledge. The present findings support the simple view of reading with elaborations on the language comprehension component, namely, (a) vocabulary is a foundational language skill for text comprehension through its role on discourse-level knowledge, and (b) some discourse-level knowledge also plays an important role in passage comprehension. Copyright © 2018 Cambridge University Press.

閱讀和評賞中國古典詩歌，對現今的學生頗有挑戰。畢竟在語言、生活經驗和社會文化方面，古今都有很大差異；李商隱詩，也一向被認為較難閱讀。本研究團隊以香港教育大學中文選修科目「專家詩」為平台，選講李商隱詩，借用台灣學者簡錦松研究唐詩時提倡的「現地研究法」，利用衞星地圖、網上資源局部還原詩歌的寫作場景。導師以之實踐「情景教學」，並引入「混成學習」元素，引導學生利用高端科技結合傳統箋評，進行古典詩歌的評賞。本研究採用量化和質化方法，分析教學過程收集的數據，評量這種嶄新詩歌教學方法的效果。最後對其優勢和限制作出評估，並提出應用上的可行建議。 Reading and appreciating classical Chinese poetry is challenging for students nowadays. It is because the language used, life experience and social culture are greatly different between ancient and modern times. Moreover, Li Shangyin’s poems had always been considered difficult to read and understand. The research team used “Works of Major Poets” as a research platform, which was an elective course in Chinese major undergraduate programmes in The Education University of Hong Kong, to teach Li Shangyin’s poems. The team used a research methodology named “On-site Studies”, which is used by a Taiwan Scholar Prof. Chien Chin Sung while studying Poetry of Tang Dynasty. Also, satellite maps and online resources were used to partially restore the poetry writing scenes. At the same time, the Instructor embedded “Situation Teaching” and introduced “Blended Learning” elements, to guide students combining high technology with traditional interpretation method during poems appreciation. This study applied quantitative and qualitative methods to analyze the data collected during the teaching process and evaluated the effectiveness of this new poetry teaching method. Finally, an assessment of its strengths and limitations was made and provided feasible recommendations for this new teaching strategy. Copyright © 2018 The Education University of Hong Kong.

Physical education in Hong Kong has gone through considerable changes over the past 50 years. Still, the pace and the status were relatively slower and lower compared with other subjects. The 1990s saw a gradual shift from sport-oriented to health-focused sports culture. This shift was chiefly highlighted when physical education became one of the eight key learning areas in the millennium year education reform. This article summarizes the major changes over the past 50 years of school physical education in Hong Kong, and anticipates the positioning of the future physical education.香港的體育在過去的五十年經歷了相當大的變化。不過，變化的步伐相比其他科目還是較慢，其地位也相對較低。從九十年代的競技運動面向逐漸轉向較注重健康的體育文化。這種轉變，促使體育在千禧年的教育改革之中成為了八大學習領域之一。本文總結這五十年來的香港體育的轉變情況，並為體育教育的未來定位作一展望。 Copyright © 2014 Hong Kong Baptist University.

This paper aims to examine teachers’ use of strategies and approaches in integrating Plastic Resources Education (PRE) into primary school life in order to overcome the challenges encountered during implementation to promote environmentally friendly practices. Case studies with eight Hong Kong teachers from PRE-participating primary schools were invited to take part in focus group interviews, to explicate their personal stories and experiences associated with the PRE implementation in primary schools. Based on the data collected from the teachers’ sharing, several challenges which are commonly reported in the previous literature, including lack of time, shortage of manpower, and insufficient pupil engagement were found. The teachers tackled the barriers by using different strategies to improve pupils’ involvement as well as getting support from the relevant stakeholders of school management and parents. The case studies provide crucial and relevant information which can be used as a reference for other schools to integrate PRE more efficiently to facilitate learning. Copyright © 2018 ASPE.

從商業教育的角度，回顧了香港STEM教育的實踐成效。通過參考國外(如新加坡及美國)STEM教育的經驗，認為香港STEM教育有可進步的空間。雖然創業教育在香港已發展成熟，並有大量專業團體的協助，但商業教育在 STEM 教育中仍未發揮應有的作用。建議推行創業 STEM教育，為學生提供一個實踐的環境，並透過跨科協助，來提升整個中學 STEM 教育的成效。 Copyright © 2018 中南大學.

The Education policy "Language Proficiency Assessment for Teachers of English" had been controversial since its establishment in 2000, in the sense that various stakeholders including parents, students, school administrators, teachers and the general public. This essay critically analyses this education policy in the HK context by scrutinizing the prerequisite. Subsequently, how LPATE was built on policy texts and how it was construed as a solution of gradual decline of English as well as the reciprocal politics interacting with the policy were analyzed. Additionally, the institutions and actors involved in the policy process are discussed followed by the revelation of the outcomes of LPATE in both the expected and the unanticipated dimensions. Copyright © 2014 the author(s), with first publication rights granted to the journal.

This book provides a detailed account of the origin, development, administration, revision and subsequent research findings on the benchmarking initiative from 1996-2016. It presents an overall assessment of the initiative’s impact on major stakeholders, predictions regarding the way forward, and implications for other countries, especially in South East Asia. In addition, the book discusses what the larger global community can learn from Hong Kong’s two-decade experience of conceptualizing and implementing minimum standard language requirements for teachers. Copyright © 2018 Springer Nature Singapore Pte Ltd.