本文是獻給香港學生輔助會小學永遠懷念的蔡愛蓮老師的。二零零三年七月十日早上六時三十八分，屯門公路發生極嚴重的交通事故。香港學生輔助會小學也很不幸地有一位老師逝世及一位老師受傷。對絕大部分是年輕老師的新學校來說，能在這麼短的時間內大致處理了那麼困難的事故，是很難得的。在這篇短文中，我們首先描述在事故發生後，本校的處理過程，然後嘗試歸納可供學校在處理創傷事故時參考的十個重點，包括（1）反應和處理要快；（2）儘快尋求額外的支援；（3）以專業輔導人員帶領行政工作；（4）先輔導老師，使他們可應付輔導學生的工作；（5）強調教育專業來激勵老師；（6）硬件的準備和配合；（7）由專人接待傳媒及避免傳媒在輔導期間接觸師生；（8）儘快使學校回復正常運作；（9）儘快檢討及隨機應變；（10）抱持包容體諒的態度。
This paper is dedicated to our colleague, Miss Choi Oi Lin. On July 10, 2003, the traffic incident at Tuen Mun Road took away several teachers' lives. One of our teachers died and another one was injured. Although most of the teachers of our school were young, our school was able to handle the trauma of this incident within a relatively short period of time. This paper reported our handling process and summarized ten important points that may have reference values. They are: (1) react and handle the incident quickly; (2) whenever possible, get extra help; (3) let professional counselors lead the handling process; (4) counsel the teachers first, before they can counsel the students; (5) emphasize the professionalism of teaching to encourage teachers; (6) arrange and prepare necessary hard wares and materials; (7) appoint designated person to deal with the media; (8) go back to normal operations as soon as possible; (9) review quickly during the process and prepare to change; and (10) adopt an accommodative attitude.
[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/]

本文介紹自1991年起於香港中文大學中文系開設的「商用中文」課程。討論範圍包括課程設計、課程內容、課程的試驗與實踐、評估與建議等。有興趣教授或開設此類課程者可作參考。
This article introduces the establishment of curriculum of Business Chinese, a term course offered in The Chinese University of Hong Kong from 1991. The discussion covered the curriculum design, curriculum content, curriculum tryout, implementation, evaluation and suggestion. Those who are interested in teaching or building up such a course may take this for reference.
[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/]

背景：香港特區政府在二零零四年通過立法，要求辦學團體設立獨立和有廣泛代表性的法團校董會去管理資助學校。
目的：本文探討校本條例立法過程中各方人士的關注及辯論的本質，亦分析改革的特性，並將這次改革與香港早期的「校本管理」和一些西方國家的「校本管理」作出比較，最後本文討論改革對香港學校教育的影響。
論點／評論／建議：各方人士對是次立法的關注包括「學校控制權」、「持分者的參與模式」和「推行障礙」；是次改革與香港早期的「校本管理」分別強調學校的問責性及效能；立法帶來辦學團體與校董會間關係的重組，並引入類似「均等操控」的學校管治方式；辦學團體對學校的控制明顯被削弱，其它持分者的影響會增加；作者認為通過改革，香港政府並沒有如一些西方國家般明顯下放教育的權力，相反地，它取得更多對本地教育系統的控制。
總結：校本條例立法辯論的重點是「誰應控制學校」，條例引入了類似「均等操控」的學校管治方式，辦學團體在香港教育系統中的地位明顯被削弱。
Background: Hong Kong SAR Government, via the legislation in 2004, required school sponsoring bodies to set up indepedentand widely represented Incorporated Management Committees to manage subsidized schools.
Aims: This paper examined the concerns of various actors and the nature of debate during the legislation of the School-based Bill. It analyzed the characteristics of reform and compared it with the early form of School-based Management (SBM) in Hong Kong and also with the SBMs introduced in some Western countries. Lastly, this paper discussed the influences of the reform on local school education.
Arguments/comments/suggestions: The concerns of various actos over the legislation were found to include "the control of school", "the mode of participation of various stakeholders" and "barriers to implementation". The current reform and early reform of SBM in Hong Kong stressed upon school accountability and school effectiveness respectively. The legislation led to the restructuring of the relationship between the school sponsoring body and the school management committee. It has introduced a mode of school governanace similar to "Equal Control". As a result, the control of the school sponsoring body over schools would be significantly reduced and the influences of other stakeholders upon schools would increase. It was argued that by introducing the reform, the Government, unlike those of some western countries, did not decentralize its power in school education, but instead assumed increased control in the local education

本研究調查教師對現行中學中國文學科課程的看法和意見，作為未來課程發展的參考。研究結果，教師對現行課程內容和整體印象態度正面，對任教本科的能力和興趣有信心，對學生的看法亦態度積極，並且能在應試教育和文學教學之間取得平衡；他們希望教育當局從考試制度上去配合，發展文學教育，減輕學生考試的壓力，培養學生欣賞文學的能力。
This study investigated the teachers' views and comments on the Chinese Literature course syllabus in secondary schools for the reference of future curriculum development. It was found that the teachers were positive to the present syllabus contents and overall impression. They were confident of their abilities and interests to teach the course, and of the students' attitudes towards it. They found a certain balance between assessment and literature education. However, it was hoped that the EMB could further fine tune the assessment instruments to alleviate students' examination pressure and raise their ability in literary appreciation.
[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/]

背景：政府建議通識科列為必修，發表了課程及評估架構建議，引起很大的爭議。然而，通識科仍歷經三次諮詢定稿。
討論焦點：從政策層面和學校層面的角度，分析通識教育科課程的適切程度。
論點：從該科的基本理念來看，通識教育科適應全球和本地發展的趨勢、切合本土教育發展、引入社會議題、聯繫不同學科的知識，以及引入較新的學與教策略。然而，其原有通識科的銜接、知識基礎的問題、課程組織的問題、考試的文化、教與學的轉變和教師的專業培訓等方面，則仍與學校層面的脈絡格格不入。
總結：不同層面的持分者有自己的關注。通識教育科的設計者，必須掌握學校層面教師的關注和實施，否則該科的理念仍無法實現。
Background: The government proposed Liberal Studies as a core subject and issued the curriculum and assessment guide, which aroused controversial debate. Nevertheless, the subject was finalized after three consultative stages.
Focus of discussion: This paper attempts to analyze, from perspectives at societal and school levels, the appropriateness of Liberal Studies curriculum.
Arguments: This paper argues that the basic rationales of this subject suit the global and local development trends, local educational development, emphasis of social issues, trends in associating knowledge from various disciplines and using new strategies of teaching and learning. However, this subject is incongruent with school level context, as it is not in line with the original Liberal Studies, knowledge-base, curriculum organization, examination culture, teaching and learning traditions and teacher professional development in Hong Kong.
Conclusion: Stakeholders in different levels have different concerns. The curriculum designers need to learn the concern and implementation of teachers in school level. Or, the ideas in this subject could not be implemented.
[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/]

本文目的是探討本港中小學科學課程在現階段和朝向廿一世紀的發展。世界科學教育的主要潮流是甚麼？是否有普世性的新方向？若有的話，香港能否作出相應的配合呢？
香港現時經已開展數項科學課程的革新。小學方面：於1996年實施了嶄新的常識科課程，它把社會、科學、健教三科綜合為一，而在科學部份則強調「科學、技術與社會」的關係和有關環境的課題。中學方面：新的初中綜合科學課程將於公元二千年實施，強調科學的探討，藉以發展學生在科學探究技巧上的能力，亦有考慮到小學與中學科學課程的銜接；高中科學課程在日後修訂時，探討性課題(包括科技對社會及環境的影響並科學探究技巧)亦將會成為重點。另一重點乃是資訊科技發展，現時香港政府正全力向中小學推廣。
This paper intends to look at what is happening and what will happen in the Hong Kong primary and secondary science curricula from now to the years beyond 2000. What are the major trends in the world about science education? Are there any new global directions? If yes, is Hong Kong ready for the change?
There are several innovative curriculum projects being initiated in Hong Kong. In primary education, a new General Studies (GS) curriculum has been implemented in 1996, emphasizing on the integration of 3 primary subjects: Science, Social Studies and Health Education. In the science component of GS, more emphases have been placed on the inter-relationship between STS as well as issues concerning our environment. In secondary education, a new Integrated Science syllabus has been developed recently for implementation in the year 2000, placing strong emphasis on science investigative work which develops students' proficiencies in science process skills, and paying due respect to vertical integration between GS and IS. In other science subjects at higher levels, investigative work involving process skills and studies on the impact of Science and technology on society and environment constitute significant elements in the future revised curricula. Another hot topic is Information Technology Education, currently the Hong Kong Government is in full swing to promote it to secondary and primary schools.
[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/]

香港中文教學兼顧語文、文學及文化，這三項原也互相兼容。針對 社會人士評論香港學生文化素養及思辨能力不足之現象， 本文從文化及思辨角度切入課題討論。本文認為，中國文化之偉大在於不斷吸收 和補充新養份，中國文化不斷南移正達到這一目的。 當今世界潮流朝著民主、人權、法制、公義發展，香港社會既秉了中國文化南移 的傳統精神，又充分掌握人類社會進步的脈摶， 香港文化已成為華人社會的楷模，香港學生宜由此點反思，重訂學習目標，並將 香港建設成華夏模範城邦。
"Curriculum of Chinese" in Hong Kong consists of subjects of Chinese Language, Chinese Literature and Chinese Culture. As practices change with time, the elements of traditional Chinese culture in the content of Curriculum of Chinese has becom e less and less. In the other side, new elements like democracy, freedom, human right, justice and legality, modern management philosophy and skill, etc., is increasing in local culture of Hong Kong. Obviously, this indicated that Hong Kong society is mor e progressive than elsewhere of Chinese (including overseas Chinese) societies. This paper intended to point out that teachers of Chinese in Hong Kong should recognize this and encourage students to ponder, to criticize more about the development of moder n and contemporary culture in Hong Kong and China. Hong Kong citizens have ability to build the special region to be a model city of societies of Chinese. For this purpose, we should not change the current direction of culture development, and, to enchanc e this, our teachers should educate the young generation to study more in thinking art and contemporary culture.
[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/]

背景：為了配合教育改革，教師必須有能力分析試題，以及從中反省改進自己的教學，達到通過評核促進學生學習，改進教師教學，朝向教學與評核結合，提升師生的教與學的質素之目的。
目的或討論焦點：本文把如何應用學生問題分析表及相關係數技術，對試題進行分析及反思某小學三年級數學的教學及評核設計求取「促進學習的評核」的真實經驗，和同工分享學者和前線教師的合作成果。
論點/評論/建議：在應用學生問題分析方面，我們提出在發展評核過程中，要注視三種層次：1. 教師於編寫評核材料前，應要有明確的評核目的；2. 編寫評核材料時，必要留意題意的清晰度、深淺度，以及是否能區別生的能力和如實地反映個別學生的能力；3. 施測後，教師應從評核材料中反思自己的教學程式和方法，從而作出適當的調整，以迎合學生的學習方法和進度。
總結：要做到教學相長，教師就要有能力分析評核學生的工具是否合乎教學目的和需要，以及理解評核結果和教學的關係。因此，教師於整個教學流程中，要結合評核和教學，對編製的評核材料要先進行分析，並依據結果進行修訂，用以達到真正評核學生的能力，同時要在編製之評核材料嚴謹性和有效性加以關注。
Background: Education reform in Hong Kong stresses the learning function of assessment. It is important for teachers to know how to do item analysis of a test. By analyzing the items of the test, teachers will understand how their students have learnt. This will help teachers plan their teaching and eventually help students learn.
Aims or focus of discussion: The author shares an "Assessment For Learning" experience of using Student-Problem Chart Analysis techniques and Correction Coefficient to a grade III Mathematical class in a Hong Kong primary school.
Arguments / comments / suggestions: The experience informed that, when using SPCA, three levels of focus should be considered during the formulating process of assessment tools in class. They included: 1) clear assessment objectives for assessment materials; 2) items clarification, appropriation, discriminative power should be considered; 3) deep reflection of teaching procedures and methods from the assessment materials after the measurement. Teachers should adjust their actions in order to suit the needs of students learning and progress.
Conclusion: It is essential for teachers to know how to analyze assessment tests. Good analysis entails being able to match learning objectives to the needs of their students. Deliberation should start well before the test is developed and after the results have been collected. Teachers should look into relevant materials when considering the test content, analyze

背景：在二十世紀兩岸三地的課程改革中，課程統整的概念都不約而同地被引入。有關的實施，對學校課程的目的、學習內容、學習的經驗以及評核等方面，實在帶來不少的衝擊。
目的或討論焦點：究竟課程統整的理論根據為何？它能否實施於學校的環境脈絡中？
論點/評論/建議：課程統整的理論有其獨特之處。一方面，課程統整的理論系統很龐雜，它具有各種不同的理念和實施模式，對課程的具體實施未能起清晰的指引作用。另外，課程統整的實徵文獻未臻圓熟，課程統整雖然給人的感覺是一個傳誦中的美好形象，但實際的運作系統並未完全建立。最後，課程統整具有獨特的理念背景，在引入其理論時，我們也須考慮本土的持點。
總結：課程統整有其獨特性，課程設計者必須對它作深入的瞭解，包括理念、實施模式及所需的實施條件，才能務實地進行有關的改革工作。
Background: The concept of curriculum integration has been introduced to Hong Kong, Mainland and Taiwan in series of curriculum innovations. The implementation of curriculum integration has an important impact on the aims, learning contents, learning experiences and assessments on the respective school curriculum.
Aims or focus of discussion: What are the theoretical underpinnings of curriculum integration? How can curriculum integration be implemented in the school contexts?
Arguments / comments / suggestions: The theory of curriculum integration is outstanding from others. On the one hand, curriculum integration has a complex system of theories that has given rise to various implementation models with different rationales and thus resulted in the unclear guidelines for real implementations. On the other hand, the literature review about empirical studies on curriculum integration has not fully informed us how curriculum integration can be implemented. It is also found that curriculum integration has been traditionally existed in a form of abstract image in the field of education but without realistic implementation systems. Finally, curriculum integration has got its own theoretical backgrounds and special attention should be paid to the characteristics of local contexts if curriculum integration is to be introduced.
Conclusion: Curriculum integration has its own characterized theories and rationales. It is necessary for the curriculum designers to look into the concepts of curriculum integration carefully, including rationales, implementation models and the necessary conditions

背景：一項全港首次進行的「幼兒教育質素意見調查」中，發現培養幼兒「藝術修養」及「創意」被評為最不受重視的教育素質項目。踏入廿一世紀，新科技，新概念不斷湧現，單靠傳統的知識灌輸已不足夠，教育需要與時並進，作出改變。
調查目的：探討如何透過「開放式」美勞活動提升兒童創造力，並研究何種形式的美勞教學方式有效提升兒童的創造力。
調查對象：年齡介乎5-6歲之間的8名幼稚園高班兒童及研究者 (教師)，在兒童進行美勞活動課程時，以個別的形式進行觀察；另該校校長被邀請作為觀察者對教師引導兒童進行美勞活動時的創意行為表現及特性作記錄
方法：採用「隨機抽樣」的方式，由教師 (研究員) 抽出年齡介乎5-6歲之間的8名幼稚園高班兒童，透過直接的觀察法及觀察評量表，在兒童進行美勞活動課程時，以個別的形式進行觀察；另邀請該校校長運用教師教學行為特性觀察評量，記錄教師引導兒童進行美勞活動時的創意行為表現及特性。以攝錄機拍攝活動進行時整個過程，透過錄影帶再附以評量表觀察兒童的行為表現及教師教學行為的特性。
結果：結果顯示「開放式」的美勞活動透過學習環境能有效提升兒童的創造力，創意的教師能有效推動「開放式」的美勞活動，使成為培育兒童創造力的催化劑。
總結：「開放式」的美勞活動能將兒童引入創作的空間，教師扮演的角色、採用的教學模式，和在環境上作出適當的預備和配合，可使兒童的創造力得以發展。
Background: In a territory–wide "quality early childhood education survey" conducted in Hong Kong recently, it was found that nurturing children's "artistic cultivation" and "creativity" has been rated the least quality and attention in the survey. The turn of the century, new technology, new concepts continue to emerge, traditional knowledge alone is not enough, education required to move with the time, and to make changes.
Aim: The study explores how the "open-ended" art and craft activities enhance children's creativity, and to study the mode of art and craft teaching methods that are effective to enhance children's creativity.
Sample: The study includes the researcher (class teacher), 8 randomly selected children aged from 5-6 in the upper class, and the kindergarten principal as the inter-rater.
Method: Direct observations are conducted on 8 children and the class teacher in the art and craft activities. By using direct observation, video-taping and rating scale, children's creative behavior and the characteristic of the class teacher's behavior are observed for further analysis. The principal was invited to be an inter-rater to observe the art and craft activities and score the teacher to establish inter-rater reliability.
Result: The study shows that "open-ended" art and craft activities effectively enhance children's creativity