背景：香港近年大力推行的教育改革，銳意發展學生的創造思維能力，但要培養有創意能力的學生，我們極需一批充滿創意的教師。但是過去的研究指出很多教師都不懂得如何發展學生的創意。
目的：本研究以發展教師創意教學和學生的創意能力為主要目標。整個學習過程的構想，以托蘭斯的孕育模式為理論主線，教學過程經過了預期、深化和延伸三個階段，層層遞進，期望能幫助教師達到最有效的教學效果。
研究對象：對象包括四所學校的小四、小五、小六、中一、中二和中三的教師和學生。
研究方法：以教學實踐和分析為主，所有教學設計都由有關級別教師試教。整個研究分兩年四期進行，研究人員主要通過觀課、討論和學生作品來評核學習成果。
研究結果：本研究剛完成第一和第二階段，所以報告集中討論第二階段某中學的教學實踐情況和學習成效。通過迴旋上升的學習過程，學生不僅理解新詩內容，發展聯想能力和變化能力，並嘗試創作新詩，部分學生對詩歌產生濃厚興趣，課後仍能持續自我閱讀。
總結：教師是學生學習的輔導者，所以教師本身對教學專業投入與否，願意嘗試新的教學法與否，都影響學生學習動機和態度。托蘭斯孕育模式創意教學包括了準備、深化和延續發展的三個階段，是發展創意教學中較完整的模式。
Background: In 2000, Hong Kong launched the Education Reform. One of the main objectives is to foster the creativity of the students. Nonetheless, we need a team of creative teachers who will help develop the creative skills of students. Past research shows that many teachers do not know how to develop the creative skills of their students.
Aims: This project aims to enhance teachers' awareness of a more "creative" pedagogical approach and to develop students' creative skills. Torrance's Incubation Model in Creativity is the underpinning theory in developing these language lessons. This model includes a 3-step learning process: arousing expectation, digging deep and extending learning experience. When we plan the lessons, we have a clear focus on developing students' creativity, and to help teachers teach effectively.
Objects: Teachers and students in primary from primary five, primary six, secondary one, two and three from four schools are included in this project.
Method: The preparations of lessons are participated by teachers and researchers. The lessons had been implemented by all teachers concerned. The project is divided into 4 stages in two years. The assessment of the project includes class observation, discussion with teachers and works of students.
Results: The first two stages of this project have been completed. This article focuses on the implementation of a unit teaching in the form 1 class

背景：近年學校實踐校本課程發展計畫，識字教學常是熱門的設計項目。本文作者為了配合這一種趨勢，在師資培訓課程中嘗試運用「輔導探究式教學法」指導職前學員掌握教小學生識字的方法。整個嘗試設以行動研究的形式來完成。
目的：是次行動研究的目的是探討該班學員在「輔導探究式教學法」的指導下的學習成效、他們對這種授課方法的情意反應，和「輔導探究式教學法」應用在師資培訓中要注意的問題。
研究對象：香港教育學院一年制的小學學位教師教育文憑課程的九名學員。
研究方法：本研究按「輔導探究式教學法」的理論安排整個教學過程，包括教學輸入、學員分組討論、分組導修課和報告課四個環節。在四個環節完成後，進行評估性測驗和問卷調查，以回答研究要探討的問題。
研究結果：學員通過「輔導探究式教學法」基本上能明白教識字的方法和原理，他們也普遍接受這種教學方法。從研究者觀察所得，該組學員的自學能力較弱，部分學員在學習上存在「拿來主義」的心態。
總結：用「輔導探究式教學法」指導該組學員認識怎樣教識字，就成效而言是可接受的。在施教的過程中，研究者體會到，學員的自學能力和態度對他們的學習成效有一定的影響。這兩方面如何改進，很值得同行三思。
Background: In the recent years, practicing the school-based curriculum development program is a norm; designing a useful Chinese Character Cognition ("CCC") approach becomes a very hot topic in the education arena. Following on this general direction, the author of this paper has conducted an action research study using the Guided Inquiring Method ("GIM") as the methodology against Chinese Character Cognition with a group of students from the Teacher Training Program, who prepare themselves to be the primary school teachers.
Goals / Aims: The objective of this study is threefold -- to investigate the effectiveness of applying GIM against the target study group, to observe the degree of their acceptance, and at the same time to reveal what should we pay attention to while using this method.
Target Study Group: A group of 9 students from the Postgraduate Diploma in Education (Primary) program (one year full time) at the Hong Kong Institute of Education.
Method: The general design of the entire study is based upon the theory of the Guided Inquiring Method, plus injection of basic teaching knowledge, group discussion, group tutorial sessions, and in-depth discussions among the target group members. In order to accomplish the goal of this study, objective assessment and questionnaire were used to confirm the findings at the end stage of the study.
Results: There are two key findings in this study. (1) With using GIM, it

本研究以問卷形式訪問了81 位幼稚園教師，發現寫字是香港幼稚園教學的重要一環，幼兒早於幼兒班便開始寫字。幼兒寫字量雖大，卻未能透過寫字教學改善執筆方法和提高學習興趣。由於幼稚園多依據校長、教師及家長的意見擬訂寫字教學目標，他們多著重訓練學生的寫字能力，卻忽略幼兒的身心發展。
This paper investigates how kindergartens teach Chinese handwriting in Hong Kong among 81 kindergarten teachers. The results indicate that Chinese handwriting is one of the emphases in kindergarten teaching. Kindergarten students start to drill handwriting as early as they are in K1. Though they write a lot of Chinese characters every day, they cannot improve their handwriting nor enjoy the process of writing. It is also found that the teaching of Chinese handwriting at kindergartens is greatly influenced by the attitudes of kindergarten principals, teachers and the parents. However, they concern too much about the development of writing abilities among children rather than their physical and mental development.
[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/]

本研究採用家長問卷調查方式，在香港和北京兩地進行了調查，主要考察了中文閱讀障礙的特點，不同口語背景對閱讀障礙的影響以及閱讀與知覺和動作技能之間的關係。結果發現，中文閱讀障礙在不同年級兒童中有不同的表現，低年級兒童最大的困難是字形識別、語音解碼與書面語理解，高年級兒童讀寫上的最大困難是段落產生；口語背景影響兒童的閱讀獲得及閱讀障礙的表現；中文兒童讀寫障礙與知覺加工和動作技能上的缺損顯著相關。這些結果對於促進對閱讀障礙機制的理解以及鑒別和治療均具有重要意義。
A survey was conducted among parents to investigate the specific characteristics of children with reading disabilities. The effect of different dialects and the relationship between reading, perceptual processing and motor skills were also studied. Different presented characteristics showed reading disabilities among different grades of students. Lower graders had the most difficulties in word recognition, phonological decoding, and comprehension in written characters, while production of paragraphs seemed to be the most difficult part among higher graders. A child's spoken language affects on reading acquisition and presentations of reading disabilities. Chinese reading disabilities were closely related with perceptual processing and deficits in motor skills. These results enhance the understanding of the mechanism of reading disabilities, and bring the significant contribution of identification and teaching children with reading disabilities.
[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/]