小班教學早於二十多年前已在美國試驗，今天無論在歐洲以及亞洲的部分地區也先後對小班教學進行研究和推行。研究一般指出，要讓小班教學產生最大成效，課堂教學及評估要適宜作出若干調適。據 Evertson & Rando1ph ( 1989 ) ，教學方法要跟學生人數的減少而改變，才會提升教學成效。• 教學方法種類繁多，教師是否只是隨意選用與他平常採用的一些不同方法便可發揮小班教學的成效？由於各地的教育體制有所不同，推行小班教學的背景和目的也各異，採用哪些有效的小班教學方法，不可一概而論。本論文旨在分析香港試行小班教學的背景和目的及當前的教育與課程改革的形勢，再檢視有關的教學方法，然後提出香港小班教學應走的路，以及建議教師為甚麼要多採用合作學習去促進香港小班教學的發展路向。
Small class teaching is experimented and implemented in some countries of Europe and Asia after it was first tested in the United States as early as 1980’s. Research generally suggests that teachers should adapt their teaching, such as using different teaching strategies and assessment modes in order to maximize the benefit of small class teaching. According to Evertson & Randolph (1989), to enhance the effectiveness of teaching, teaching methods should be changed when the number of students reduces. As each teaching method has its particular use, teachers should consider the aims of small class teaching and the education system in context when adapting their teaching. This paper first discusses the background and aims of small class teaching as well as the current curriculum reform in Hong Kong, then compares the effectiveness of different teaching strategies for different purposes, and finally makes recommendation to the use of cooperative learning in small class teaching.

在二十世紀初，教師早以專題研習作為教學設計。雖然一直沿用至今，仍未能被本港一般學校普遍採用。近年，由於它被列為課程改革的四大關鍵項目之一，教師便一窩蜂去嘗試。然而，教師卻認為專題研習除花去他們不少的教學時間、增加他們的教學負擔外，學生亦因未能適應專題研習的主動學習方式，及未能掌握所需的社交技能而使專題研習的效果不一。建議教師多採用「學習型」的專題研習，輔以合作學習去幫助學生作好進行專題研習的準備。
Project learning, as a teaching strategy, has been used in the classroom since the early 20th century. Despite its historical background, it has not been popular among the Hong Kong teachers until it becomes one of the four key tasks in the current education reform. Nevertheless, many teachers still think that project learning is time-consuming, as well as a burden to their teaching load. Sometimes, the effect of project learning is not good because students have not yet accustomed to learning by themselves, apart from not yet acquiring the necessary social skills for project learning. It is recommended that teachers should adopt the kind of project learning that focuses on learning something new rather than consolidating something old, in addition to using cooperative learning to prepare students for project learning.
[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/]

「合作探究學習法」是「合作學習」其中一個模式，一般以小組形式進行。這模式強調各成員的個人學習績效、積極互賴精神和人際及小組學習技巧。它能有效提升學生的探究思維能力，有系統地提出問題、界定問題、搜集有關資料，利用有關語言和文字作出解釋，促進小組各成員及團體彼此之間的交流及增進他們的內在動機。教師及教育工作者可從有關中國語文教學的建議中，參考此創新教學模式的實施和評估，並商議其在未來教育改革上的可行性。
Group Investigation (GI) is a model of cooperative learning in which students learn together in a group. The module emphasizes individual accountability, positive interdependence and interpersonal and group skills of the group members. Hence, GI is effective in enhancing students' skills of exploring and thinking, their ability to raise and identify questions systematically, seek relevant materials and present the organized materials verbally and in written form. The model can also increase interaction among students and their intrinsic motivation. From the example given on the teaching of Chinese language, teachers and educators can make reference to the implementation of GI in the classroom to determine the feasibility of such a model of innovative teaching in the education reform for the future.
[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/]

為了提高本地的教育質素，小班教學經已在二零零四年九月在37 間小學的一年級試行，並逐年推廣至小二。小班教學耗資不少教學經費，當局計劃對這試驗計劃先作評估，然後才考慮是否值得正式推行。不過，這計劃的目的現時還未清晰，評估指標亦欠具體，這些都會對教師要採用哪些教學策略有關鍵性的影響。本文就美國威斯康辛的「學生教育成就保證」計劃的結果進行討論，期望為教師及制訂政策者帶來一點啟示。
Small class teaching is currently tried out in 37 primary schools in Hong Kong, with a view to enhancing the quality of education. Commencing from September 2004, the Project targets at the primary one and then proceeds to the primary two for two consecutive cohorts. The costly project will be assessed before it might be considered for implementation. However, as the Project is in lack of clarity in terms of its objectives, teachers can be clouded by its evaluation criteria and hence will be hesitant to the appropriate teaching strategies to employ. This paper aims to draw the attention of the local teachers and policy makers to the experience of implementing small class teaching in the Student Achievement Guarantee in Education Project in Wisconsin, and its implications on small class teaching in Hong Kong.
[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/]

香港教育委員會於一九九五年成立學校教育檢討小組，負責評估實施了近二十年的強迫教育政策，為發展世紀的教育作好準備。教統會更於一九九九年提出『終身學習、自強不息』的教育改革建議，其中有關普及礎教育方面的原則，更是落實政策方向的先聲。本文以訪談形式，探究多位在大學任職的教育工作者，有關普及基礎教育的個人經驗和看法，對九年強迫教育政策，特別在課程管理、社會因素等問題提出獨特的意見。大多數受訪者認為政策重量不重質、目標不明確、課程改革不能切合社會需要等。其批評和實用的建議，對認識、分析和探究今後香港課程發展，有重大的啟示。
The Board of Education formed a committee in 1995 to review about school education after the introduction of 9-year compulsory education policy for nearly 20 years. This is a preparation for the development of education in the new millenium. The Education Commission proposed the idea of 'Learning for Life' as a major trend of the education reform in 1999. The guidelines in compulsory school education are among the forefront of the policy proposal. This is a report of the interviews with 7 curriculum scholars about their views in 9-year compulsory school education, especially in the area of curriculum management and social factors. These scholars generally felt that past policy was biased in the direction of quantity rather than quality, had no clear aims and objectives and could not fit the need of the society. Their criticism and suggestions were in depth and practical. It would shed important light to the understanding and analysis of curriculum development in the coming years.
[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/]