隨著科技的發達及微型電腦的廣泛使用，如何把「電腦輔助教學」落實至課堂實踐的層面已成為現今教育工作者必須探討的課題。在各個學科之中，數學一直被視為最有可能實踐這種符合時代需求的教學模式的學科之一。在香港，現今大部份的探討仍然停滯於理論的層面，真正於課堂中嘗試使用電腦輔助教學的仍佔少數。究其原因，主要並非是教師們「不肯」使用新科技，而是教師們「不懂」如何使用新科技以配合課程內容和教學進度，恐怕使用不得其法而致弄巧反拙，乾脆棄之不用。有見及此，本文嘗試選取了現行香港小學數學課程中一個極具趣味的課題之一 – 繡曲線，闡述教師可以如何把「電腦輔助教學」滲入傳統的教學方法之中，從而加強學習趣味及提昇教學效能。

隨著電腦的普及、網絡通信的高速發展和多媒體技術的進步，「電腦輔助教學」已成為現今教育工作者一個必須探討的課題。在香港，小學教師運用電腦來輔助數學教學，很多時只著重於文稿演示，例如利用PowerPoint製作多媒體的幻燈片以代替傳統的板書及高影片。這無疑對提高學生學習興趣有所幫助，但電腦輔助數學教學是否只限於教學媒體的改變？除了提高學習興趣外，電腦輔助教學還是否對數學課程還有更深層的影響？本文透過一個專為數學教學而設計的軟件─動態幾何軟件，和現行香港小學數學課程中一個重要課題 — 圖形與空間，闡述數學教師可以如何透過電腦的運用，從而轉變其教學的策略及提高教學效能。

In the era of educational change, the performance of middle-managers for schools development is critical. Much recent literature revealed that middle managers play an important role in school reforms (Blandford, 1997; Bennett, 1995; Fleming & Aamesbury, 2001). In Hong Kong, the EdB has specific job specifications for the middle managers, e.g., deputy headship, and coordination role in school curriculum, counseling and guidance, extra-curricular activities, etc. Usually each middle manager has to lead a group of teachers to achieve their goals assigned by the principal or the school management committee. The workload of middle managers in the Hong Kong primary schools has escalated dramatically with the implementation of a wide range of reform initiatives. In order to support the professional development of middle managers in primary schools, the Department of Educational Policy and Management of the Hong Kong Institute of Education started to offer a middle manager leadership programme in 2005. In addition to the systematic lectures and workshops, participants had to go through action learning which included role-play and action learning sharing. This paper aims to review the effectiveness of the programme, with special interest on action learning. Based on the empirical evidence from the semi-structured interview, participants reflected that they learned better in experiential in-service training.It seems that this kind of training is better for the professional development of middlemanagers in enhancing their ability on leading teams and management of school development.

Data from primary school administrators about professional development in Hong Kong schools and its possible relationship with change and improvement were collected through interviews, a self-report instrument and targeted dominant professional development beliefs and practices. Incongruence between espoused administrator beliefs about professional development and practices in schools was found. Inconsistencies were evident in terms of planning, purposes, activities and teacher involvement. Administrators did not appear to associate strongly professional development with school improvement or change. It is suggested that administrators consider increasing involvement and building a environment based on norms of ongoing improvement. System support, particularly focused on encouraging broader understandings of professional development and greater contextualisation are needed.
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