公民的積極參與是現代公民發展的基本元素。九七回歸後的香港，公民發展出現新的路向，社會朝向政治整合、經濟朝向知識轉型和全球化的發展。當中，學校的民主公民教育扮演一定的角色。學校公民教育的非正規課程，能夠提供實踐性的公民參與學習。文章透過對學校學生會選舉參與活動的探討，嘗試了解學生公民學習的情況。參與性的公民學習能夠提高學生的民主參與意識和能力。但是，學校的民主公民教育需要進行革新以配合社會的未來發展。
Participatory citizenship is a recent development trend of modern citizenship. Democratic Citizenship Education (DCE) in school has an important part to play in post-1997 Hong Kong society, facing important developments of political integration, of knowledge-based economic restructuring and of globalization. The informal curriculum of school civic education helps provide practice-based learning in citizenship for students through students' association activities, which help raise their democratic awareness and related civic competencies. In addition, the DEC programme needs to be reformed to cope with future changes of the society.
[Copyright of Journal of Youth Studies is the property of The Hong Kong Federation of Youth Groups at http://yrc.hkfyg.org.hk/]

教育統籌局於2005年決定於2009年9月推行新高中學制，規定通識教育科將會成為新高中課程的核心科目，估計當新高中通識教育科全面推行時，約有三千名高中教師要轉型任教或兼教新高中通識教育科。為了了解現職中學對實踐通識教育科的看法，香港教師中心教育研究小組於05年11月展開「通識教育科的實踐與挑戰」問卷調查，一共收到207所中學1033位教師的回應；隨後研究小組成員並到4所中學與負責教師作深入訪談。此文將引用這個研究量性和質性資料，來探討在進行通識教育科時，教師在教學內容、教學法、學科評估和學校行政等四方面的挑戰。
The 334 Report (EMB, 2005) stipulated that Liberal Studies will be a core subject and assessed like other subjects in the three-year senior secondary curriculum. There will be around 3000 teachers need to change as subject teacher of Liberal Studies in 2009. In order to understand the opinion of secondary school teacher on the implementation of Liberal Studies, the Research Team of Hong Kong Teachers' Centre delivered a survey on this issue in November 2005. Base on the qualitative and quantitative data, this paper aims to discuss the challenge on the implementation of Liberal Studies in the following aspect teaching content, teaching method, assessment and school administration.
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

香港新高中課程改革的「通識教育科」，注重「專題研習」的學習。由於有別於本土的傳統教學，「專題研習」可供老師參考的課程實施經驗不多，尤其學生對自主學習的體會。本文嘗試從學習者的角度，透視「專題研習」在實際的學校環境中，出現怎麼樣的「通識教育科」教學和學習的特點。透過分析小組同學的訪談內容，我們發現學生能夠了解和適應「專題研習」的學習要求及肯定其中的學習經歷和價值，他們同時深感憂慮新的學習，嚴重受考試導向的教育現實所牽引。
Liberal Studies has given a due weight to project learning in Hong Kong's New Senior Secondary curriculum reform. Different from mainstream teaching in the past, teachers have little practical experience on project learning in their curriculum implementation, particularly on students' independent learning. This paper is an attempt which examines for characteristics of project learning in Liberal Studies in the local school context from students' perspectives. An analysis on the focused group interview with students has found that they can grasp the main points and cope with the new learning needs of project learning. While they recognize the values of this new learning mode, they are deeply worried that the examination-driven educational reality has greatly affected their study through project learning.
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]