In the last few decades, the Asia Pacific region has faced unprecedented social, economic, political and environmental challenges. These in turn have prompted the necessity for partnerships on order to realise sustainable development in the region.

本書是香港與內地學者聯手合作的產物。兩地作者堅持與時俱進的課程理念，嘗試用不同理論從前沿領域探討語文課程與教學的發展。各專題涵蓋下列範圍：生態論、批判教育理論、對話理論、關懷理論、文化關聯取向、流行文化理論、元認知與自我調整學習、模糊評估與寫作測試、語料庫、全球學生閱讀能力進展研究、讀寫教學新範式、母語教科書的文化構成、讀圖時代的語文教學等，無論是對語文教育理論的研究者，還是對語文課堂第一線的教師，都具有重要的啟示。

本文爲一項有關高中生在考試情境下以文字回應藝術作品的研究報告。本研究根據95名參與「香港中學文憑」模擬考試學生的成績，選出6位高分級別以及6位低分級別的學生作爲研究對象。透過分析學生的答題表現及晤談記錄，研究者審視學生建構藝術評論的方法，並探討形成其表現差異的原因。研究發現高分的學生能夠將作品描述與藝術知識、仔細觀察、情境資訊、個人評價及其它科目知識作出聯繫，並提出較多及較合理的理由和證據支持其對作品的詮釋。研究建議教師應平衡對作品的形式和情境分析以及幫助學生發現作品與其他作品、文化以及個人生活與知識之間的連繫。此外，研究亦建議透過課堂活動和展覽，實踐以藝術探究和評論的方式來提升學生批判藝術的能力。
[Copyright © 2010 藝術教育研究顧問委員會.]

本文闡述香港時下的幼兒教育所推行的兩種隸屬南轅北轍哲理的品德教育及其推行目的。香港自 2006 年推行教育改革以來，便以統整、非正規形式的品德教育配合以兒童為中心的課程而行。這種品德教育模式源於十六世紀往後的西方社會，它強調人際關係 道德的感覺、心理的需要、對道德的判斷及公民主義等﹔有別於這種教養孩童的品德教育模式，是東方社會建基於孔子及/或基督宗教的品德教育。本文會透過所搜集到的事例介紹本地幼教老師在推行品德教育時，如何將東方的哲理價值觀混入西方的理念而衍生在幼兒品德學習上的果效。

香港教育局自 2003-2004 年開始推出行政長官卓越教學獎計劃，表彰教師的卓越 教學表現。這些卓越教師優質的教學經驗和思想，值得其他教師參考和借鑒。本文 利用訪談、課堂觀察和文檔分析等?究方?，探討和比較四位香港卓越英文教師的 教學模式，包括教學思想、教學目標、教學步驟、教學策略以及教學評估等領域的 教學經驗和教學思想。本研究的發現除了加深我們對香港優質英文教學實踐的認 知，也為優化英文教學實踐及改善相關教師培訓提供寶貴的啟示。
[Copyright © 2015 臺北市立大學.]

長久以來，香港學校的中國語文科都以廣州話（粵語）授課。自從教育當局訂明「用普通話教中文」的遠程目標後，不少學校紛紛嘗試，有些甚至由小一開始「普教中」，情況令人關注。有鑑於此，本文以三位小一教師的課堂為例，以量化及質化的方法，具體分析「普教中」的課堂語言，以助澄清下列疑慮：（一）香港小學一年級的中國語文課，能否直接採用普通話授課？（二）「普教中」的教師能如何引導小一學生適應教學媒介的轉變，如何有效學習？
[Copyright © 2009 香港中文大學.]

A realistic goal of pronunciation teaching in the second language context is to acquire comfortably intelligible rather than native-like pronunciation. To establish a set of teaching and learning priorities necessary for English teachers and students whose first language is Chinese, the purposes of this study are three fold: (1) Identify the pronunciation aspects that are crucial for intelligible pronunciation in actual second language (L2) Hong Kong (HK) and foreign language mainland (ML) China classrooms from in-service teachers’ points of view; (2) Investigate how teachers help their students successfully understand English classroom input through teachers’ self-reflection on which aspects of their own pronunciation they modify and adapt to make classroom discourse intelligible to students; and (3) explore the most frequently taught pronunciation aspects and the most frequently used pronunciation teaching strategies used by teachers to teach pronunciation in English classrooms. Forty-seven questionnaires were collected and analysed from in-service teachers in primary schools. Four teachers were invited to attend follow-up interviews. In order to further investigate the application of adaptation strategies and pronunciation teaching strategies in real classroom settings, eight classroom videos were collected. The data were triangulated allowing for cross checking. The findings will not only help frontline teachers become self-aware of their own pronunciation, rectify students’ recurrent difficulties in using phonological features, and improve mutual intelligibility in English language classrooms but also help explore the ways to integrate phonology courses and pronunciation teaching in second/foreign language teaching and teacher education.
[Copyright © 2016 Canadian Center of Science and Education.]

The language-related challenges affecting international university students' adaptation to a new host environment have been extensively explored in English-speaking countries. However, few studies have been performed in non English-speaking countries or regions, and even fewer have investigated these challenges from the perspective of learner autonomy. Adopting a process-oriented approach, the present qualitative, multiple case study examines how nine first-year mainland Chinese university students developed their autonomy in adapting to English-medium-instruction (EMI) in a university in Hong Kong, a multilingual context. The findings reveal that, via a three-stage process, the participants developed autonomy by changing their strategies for both learning and using English during their first year of study. The participants' development of autonomy for learning and using English was also mediated by the local multilingual context. These findings help to deepen our understanding of the dynamics and complexity of students' long-term autonomy development in an era of increasing internationalization in higher education.
[Copyright © 2016 Elsevier Ltd.]

This paper presents a personal picture of my long-standing association with the English language teaching and assessment situation in Hong Kong. The paper presents a 50-year retrospective of assessment in Hong Kong, through the lens of my own 35-year stint in the territory and my personal experience of English language teaching, teacher education, and assessment. I present a historical and theoretical picture of how English language examinations have moved forward in Hong Kong, and how I was fortunate enough to be involved in the big changes which were taking place in English language assessment in particular. While the picture I portray through this paper is a rather personal one, it contributes to an understanding of how assessment reform has been forward-looking, and largely successful, in Hong Kong, painting a picture of how assessment development has complemented curriculum development. I suggest that it may be instructive for educators in other jurisdictions to consider the long-term picture of development in English language assessment reform in their own country with a view to analyzing their own perspectives concerning the relative success of policy changes and large-scale reforms.
[Copyright © 2015 Brunei Darussalam : Sultan Hassanal Bolkiah Institute of Education, Universiti Brunei Darussalam.]

Current literature suggests mixed findings regarding the relationship between visual spatial skill and Chinese reading ability. In this longitudinal study, 106 kindergarteners in Hong Kong were tested on visual spatial skill and Chinese character reading ability in their first, second, and third years of kindergarten (K1, K2, and K3) with 12-month intervals between the three testing points. Cross-lagged path analysis showed a bidirectional relationship between visual spatial skill and Chinese character reading ability from K1 to K2. Children's visual spatial skill in K1 predicted their reading ability in K2 (B = 0.35, SE = 0.17, p < .05, β = .17), and their reading ability in K1 explained the unique variance of visual spatial skill measured in K2 (B = 0.29, SE = 0.12, p < .05, β = .25). In total, it explained 19.4% (p < .01) and 35.8% (p < .001) variance of visual spatial skill at T2 and reading ability at T2. However, the bidirectional relationship diminished between K2 and K3. The results demonstrate the developmental course of the relationship between visual spatial skill and reading ability as well as the reciprocal facilitation of the two skills in the beginning phase of reading development but not later phases.
[Copyright © 2016 Elsevier Inc.]