On July 1, 1997, the hand-over ceremony ended 155 years' British colonial rule and marked the beginning of resumption of China's sovereignty over Hong Kong. The implementation of the "one country, two systems" began. Did allegiance and sense of belonging of the people of Hong Kong readjust to match the political transfer ? What does the identity of 'citizen under "one country, two systems'" mean to the people of Hong Kong, especially the student teachers珦culptors of the mind of tomorrow ? This paper is the report of a two-year longitudinal study of student teachers' conceptions of citizenship under the "one country, two systems". Two surveys were conducted in the Hong Kong Institute of Education, one in Dec. 1997 and another in Nov. 1998. The samples were the Certificate of Education (secondary) student teachers who had at least one Social Science subject as their elective subjects. The instruments were two more or less identical questionnaires. In this report, comparison between the 1997 and the 1998 surveys was made. It aimed at revealing the evolution of student teachers' conceptions of citizenship after the transfer of sovereignty; agents that helped to shape such conceptions and student teachers' opinions related to Civic Education curriculum development. Implication on the development of Civic Education in Hong Kong was discussed and suggestion made.

Generally speaking, after the Chinese Communist Party had gained political power, the colonial Hong Kong Government intended to resist the spread and influence of communism and to that end implemented Civic Education in Hong Kong. The present study disagrees with this simple description and analysis. The postwar Hong Kong was confronted with the complex Chinese civil war situation while the British maintained their colonial governance. Faced with the rising power of the Communist Party, the victory of the war and the outbreak of the Korean War, the entire geo-political transformation process influenced the administration and strategy of the Hong Kong Government. The question was that did Hong Kong conduct the Nationalist education as civic education before 1949 and under the cultural and educational influence of the Communist across the border? Hong Kong had to implement the embargo policy of the United Nations and the Cold War’s strategy between the capitalist world and the communist blocs. It was not necessary for Civic Education wholly revealing a responding problem but it can partly explain the real situation.
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公民能力的教育是現時公民教學的教育重點，非正規課程的教育愈見重要。香港學校的公民教育隨著2001年《課程發展路向》報告書的發表，在公民教學的策略上，學校改變過往知識學習的路向，提倡 “學習者為中心” 和 “生活事件” 的教學。學校生活實踐的教育，如學生會的選舉參與和組織活動等，逐漸成為公民教育的重要媒介。我們透過對學生在學校學生會的活動參與情況的探討，嘗試檢視學校非正規課程學習的優點和局限。我們從訪問學生的個案中，發現公民學習在教學方法和施行方面，存在問題，影響學習成效。