有關中文二語的教學研究，世界各地在教材和教法方面都有卓越的成就。無論開發教材或探索有效的教學途徑，都必需一個目標清晰的課程，做為教與學的規範，以致評量學習成果及教育資歷的依據。過去十多年，中文二語教學在香港漸趨多元化，外籍學生有學習讀寫繁體字而聽說粵語者，也有學習讀寫繁體字而聽說普通話者，甚或學習讀寫簡化字而聽說普通話者，學習中文的媒介語言完全視乎入讀學校的取向而定。對只是過境香港的外籍學生而言，學習中文與升學和就業的關係或許不大；但對在香港出生和打算在香港長期生活的外籍學生來說，能否學好中文，影響則極其深遠。按 2016 年中期人口統計報告，香港的外籍少數族裔主要包括菲律賓人、印尼人、白人、印度人、尼泊爾人、巴基斯坦人、泰國人和日本人等，各佔總人口 2.5% 至0.1%不等，這些家庭語言並非中文的少數族裔學生為數一萬多人，就讀於不同的本地學校。除了應付日常生活外，中文還是這些學生在香港升學和就業必須跨越的門檻。隨著少數族裔的人口逐步增加，如何處理非華語學生的中文教育問題越趨迫切。要徹底解決非華語學生的中文教育問題，社會輿論對設置中文二語課程有強烈的呼聲，因為學校難以在非華語學生身上實以中文為母語的語文課程原則、策和建議。本來非華語學生學習一些基本的中文口語，已經可以用中文與人溝通，掌握「基本人際溝通能」，但要運用中文學習其他知，卻要增加大量語彙，並培養和心智發展相應的讀寫能，才能達致「認知學術語言水平」。本文關注的是，如何在中文二語課程闕如的情況下，提高學生發展認知學術語言的效能。雖然輿論沸沸揚揚，直接面對教學考驗的始終是前線教師。為此，通過訪問教師所得的啟示，本文建議在非華語學生中文課程中結合小學常科的相關學習內容（例如：個人、家庭、學校、社會事物等），為調適非華語學生中文課程作嶄新嘗試。 Copyright © 2018 國立臺灣師範大學.

香港教育大學中國語文教育專業的學生，未來大多於香港中、小學擔任中文科、普通話科的教學工作。須參加香港考試評核局主辦的教師語文能力評核（普通話科），其中一場考試是「拼音」，因此本校面向中文教育主修學生的普通話課程非常重視訓練學生的漢語拼音認記、拼讀能力。本研究報告以近年香港教育大學「中國語文教育」專業一年級學生在「把拼音寫成漢字」練習中出現的偏誤為課題，聚焦於學生對含有音位「e」的漢語拼音韻母的識認偏誤，從語音及社會文化等方面分析偏誤成因，並提出相應的教學策略。 Copyright © 2018 國立臺灣師範大學.

香港教育大學自2008年起開設國際漢語教學文學碩士課程（MATCIL），提供漢語本科知識的研習與國際漢語教學專業的培訓，目的在拓展和深化學員對漢語的認識以及對國際漢語教學的理論與實踐的探討。通過學術講座、工作坊、學校探訪、教學體驗等各種學術體驗活動，探討漢語作為非母語學習的學科建構及有效的課堂教學策略，以深化對理論的認識，並把理論付諸實踐。2017年，本課程成為國際文憑組織（IBO）認可的IBDP中文教學證書課程。本課程的核心科目包括漢語課程、教材和教學設計，國際漢語教學法：語音教學、聽說教學，國際漢語教學法：識字教學、讀寫教學，第二語言習得與漢語學習等四個科目。選修科目則有第二語言教學研究方法，跨文化交際，語文教學與資訊科技，IBDP 與中文二語教學以及教學體驗等五個科目。本文討論這個課程如何配合 IB 教學理念，從課程設置、學與教設計、評核方式等方面培訓漢語教師。 Copyright © 2018 國立臺灣師範大學.

The greatest difficulty in educating pre-service teachers is cultivating their ability to reflect on the learning in course work and apply this reflection in their teaching. Many academic articles have shown that organised learning portfolios can help pre-service teachers reflect and improve their teaching. This study focused on 20 pre-service teachers who studied the Chinese Language Teaching Methodology I module of the Postgraduate Diploma in Education (PGDE) at The Education University of Hong Kong (EdUHK). They were asked to develop organized learning portfolios for use in their study programme (the first phase) and during field experience when they practise teaching (the second phase). The aim of the study was to explore the content of pre-service teachers’ learning portfolios. The research methodology focused on document analyses of artefacts and reflection reports in the portfolios. The study found that the learning portfolios could help teacher educators understand what the pre-service teachers had learnt in the lessons and the problems they encountered. In teaching reading, most pre-service teachers grasped how to help students understand the content of the passages, vocabulary, and sentence structure. However, they still lacked confidence in teaching different writing skills and rhetoric, and helping students deepen their understanding of 146 passages. The study also found the pre-service teachers’ reflections were generally limited to analysing the strengths and weaknesses of lessons and seldom included suggestions for improving future practice.教師培訓課程最大的困艱是培養準教師如何將課堂所學應用在實際教學中，如何幫助他們從反思中學習。很多文獻指出組織學習檔案能幫助準教師反思，改善教學。本研究的研究對像是20 名在香港教育大學修讀「中國語文教學法 I」的中文科準教師，他們須在大學課堂 (第一階段) 和實習期間 (第二階段) 建立學習檔案。研究旨在分析和探討準教師的學習檔案內容。研究方法採用檔分析，分析檔案中的顯證和反思報告。研究發現學習檔案能幫助導師暸解準教師的課堂所學和實踐教學時遇到的問題。準教師能掌握讀文教學中的理解課文，釋詞和句式的教法，但部分準教師對形式和內容深究教學仍欠信心。研究又指出準教師的反思只側重分析教學的優點和不足，較缺乏提出改善的建議。 Copyright © 2018 The Education University of Hong Kong.

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.

本文首先就我國特殊教育課程發展的背景，闡明了引進香港保良局余李慕芬紀念學校製作的語文教育套件的重要意義。文章介紹一份香港-內地合作，獲內地25所學校參與及以語言發展為特色的普通話語文教育套件的理論研究、教材開發和教學實驗研究。該研究根據兒童語言發展規律和弱智兒童語言特點，採用課程本位評估技術，通過教學活動設計及主題教學，建立一套課程與教學資源系統。其目的在於開發普通話版本的語文教育校本課程，使參與課程開發和教學實驗學校的700餘名弱智兒童得到有效的教育，同時，亦藉此培養一批具有校本課程開發能力、掌握語言發展評估和言語訓練技能的特殊教育師資隊伍。
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https://sites.google.com/a/seshk.org.hk/seshk-org-hk/c_publication]

This study examined visual orthographic skills in Chinese primary school students with spelling difficulties. One hundred and fourteen children with spelling difficulties from grades one, three and five were compared to 114 non-disabled children matched with sex, same school enrollment and grade. All participants were asked to perform on four visual orthographic tasks. Findings revealed significant difference between those with spelling difficulties and those without in various aspects of visual orthographic skills. Data indicated that students with spelling difficulties, in general, tended not to be aware of features of strokes within a Chinese character and not to be aware of the constructional legalities within an unfamiliar radical over different grades. It was also noted that these students in grade one had difficulties with the spatial position of a radical within a Chinese character and lacked knowledge about positional legality of a radical. The findings led to the conclusion that deficits of visual orthographic skills were apparent among Chinese students with spelling difficulties when compared to those without such difficulties. 本研究探討香港小學一、三、五年級，有中文書寫困難學生(n=114)，及對照組非殘障生(n=114) 的視覺拼字能力。對照組學生有性別、就讀學校、及年級之相同組成。全體學生(N=228) 均做四項視覺拼字能力測驗。結果發現兩組學生有顯著差異。一般而言，所選各不同年級，有中文書寫困難的學生，均較缺中文字筆劃和組成方面的基本概識。而一年級學生，已面對中文字體結構空間與方位上的困難。總結是中文書寫困難比對照組學生有較多的視覺拼字能力缺陷。
[Copyright of Hong Kong Special Education Forum is the property of Special Education Society of Hong Kong Ltd.. Full article may be available at the publisher's website:
https://sites.google.com/a/seshk.org.hk/seshk-org-hk/c_publication]