由於每位學生都有其個別需要,故此如何照顧個別差異是學校以至每位老師的一個重要課題。根據香港教育局的融合教育運作指南,建議學校採用三層支援模式,以便因應學生不同的需要而提供適切的支援。而大多數學校均於每年的十二月起進行「及早識別和輔導有學習困難的小一學生計劃」(第一層:及早識別),並會設置輔導課,作為第二層支援的策略。作為學校負責統籌特殊教育需要的行政人員(下稱統籌主任),筆者希望透過檢視香港及不同地區對數學輔導教學的原則及策略,反思如何改善學校的小一數學輔導教學。Since each student has his or her own individual needs, how to cater for individual differences is an important issue for each teacher in schools. According to the Integrated Education Operation Guide of Hong Kong Education Bureau, it is recommended that schools should adopt a 3-tier intervention model to provide appropriate support to cater for students with different educational needs. Most schools carry out the "Early Identification and Intervention Programme for Primary One Students with Learning Difficulties" (First Tier: Early Identification) in December. Remedial classes, small group teaching and pull-out programmes will be involved as a Second Tier support strategy as well. As a school administrator (hereinafter referred to as SENCo) who coordinates the issues of special educational needs, I hope to improve the teaching of Primary One Mathematics in schools by examining the current principles and strategies of remedial teaching in Hong Kong and different regions.
[Copyright of 香港特殊教育期刊 is the property of 香港特殊教育學會有限公司. Full article may be available at the publisher's website:
https://sites.google.com/a/seshk.org.hk/seshk-org-hk/c_publication]

香港教育大學中國語言學系提供的「照顧小學生中文的學習差異專業進修證書」課程，通過理論介紹與行動研究，幫助在職老師進一步了解、掌握、推動小學中文課室內融合教育，改善教學方法，提升教學質量，照顧學生不同需求，讓不同層次的學生在學習上都能有所提升，從而更好地在學校推行融合教育。此課程是一個雙向的課程，學員們不但能從課程中學到最新的理論，也可以從各自的學校的實戰當中相互分享先進實用的經驗。本文將列舉本課程中和學員一道進行的一部分行動研究，並闡述一些學校在融合教育當中對於協助具有特殊教育需要的同學在小學中國語文方面的中國語文校本課程計劃、照顧個別差異的課程評估，以及提升學生在閱讀教學中的興趣和投入感等方面的實戰經驗，使學界能對香港小學課室內中文科目融合教育有進一步的了解。The Department of Chinese Language Studies of The Education University of Hong Kong offers a “Certificate in Professional Development Programme on Catering for Student Diversity in Learning Chinese in Primary Schools” course. Through theoretical introduction and action research, the in-service teachers can better understand, master and promote their classroom integration in primary school Chinese classes and improve their teaching methods. The quality of teaching takes care of students' different needs and enables students of different levels to improve their learning so as to better integrate education in schools. This course is a two-way course, not only the in-service teachers can learn the latest theory from the course, but also share their advanced and practical experiences. This article will describe some of the action studies conducted in conjunction with the students in this course, and explain some of the schools' Chinese language school-based curriculum plans for assisting students with Special Educational Needs in elementary school Chinese language in integrated education. The practical experience of taking care of individual differences in curriculum assessments and enhancing students' interest in and interest in reading has enabled the academic community to have a better understanding of the integration of Chinese subjects in Hong Kong’s primary school classrooms. Copyright © 2017 特殊教育學會有限公司.

在香港，學生的個別差異己是日益嚴重的教育問題，近期的課程改革正積極鼓勵學校運用課程調適的策略來解決這個問題；因此，有很多學校尤其是小學都嘗試用調適課程的方式來幫助個別差異的學生學習。由於負責調適課程的是教師，他們對以課程調適來照顧個別差異學生的觀念，足以影響學校實施課程調適的效能。透過與教師的面談，本研究試圖瞭解教師對以課程調適幫助個別差異學生學習所持著的觀點，從而提醒有心從事學校改革的校長，必先理解教師參與課程改革的心態，然後採取有效的改革策略，才能促使學校達致校本課程改革的願景。
The problem of students' individual differences has been getting worse in Hong Kong. In recent curriculum reform, schools have been encouraged to use curriculum adaptation as the strategy to deal with this problem. Thus many schools particularly primary schools have made attempts to adapt their curriculum to cater for their students' individual differences. As teachers are the ones who adapt the school curriculum, their views on using this strategy to cater for individual differences would have direct impact on the effect of curriculum implementation in schools. Through interviewing primary teachers, this study aims to understand teachers' perceptions of using curriculum adaptation as the strategy to cater for students' individual differences. The main purpose is to remind those principals and educators who would like to implement curriculum innovations including curriculum adaptation in schools, to pay special attention to teachers' views and attitudes towards the innovations and the need of identifying appropriate implementation strategies in their initiation of school-based innovative initiatives.
[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/]

本文闡釋了利用「通達學習」教授數學，照顧個別差異和提升學習動機的行動研究。研究者發現「通達學習」有效照顧班中尖子和能力稍遜學生的學習，使學生差異度收窄，增強了學習的興趣。研究亦顯示，通過有計劃的安排，制定明晰的教學目標與課業，以輔導和增潤課程設計，有效地改變了教學的效能和學習的程式。「通達學習」是值得推廣的，只是教師需要更多教學時間和支援。
The paper reports an action research on the use of Mastery Learning in the teaching of primary six Mathematics. It is reported that Mastery Learning is able to cater for the needs of a wide range of individual ability in the class. The pupils' motivation is enhanced. With good preparation and clearly defined objectives and learning activities, the effectiveness of teaching and learning is enhanced. However, teachers need more support and resources in order to prepare and conduct lessons for Mastery Learning.
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

本研究以行動研究方式，探討英文科說話教學的設計與實施對提升學生學習的動機和說話能力的影響。過程中，教師亦反思如何可以透過調整教學策略和選材， 提升學生英語說話能力和自信心。研究對象來自其中一位研究員所任教的四年級學生，資料收集方式包括︰學生填答問卷、深入訪談、課堂錄影、研究日誌、諍友的觀課和分析學生習作。研究發現教師若能夠在教學的過程中不斷反思，因應畢生的特性和掌握程度，調節教學的設訓，有助提升學生說英語的信心和動機。要提高學生講英語的信心，有以下四個重要因素：選取教學活動要切合學生的能力、學生要有自主性、良好的師生的關係和教師對教學工作的投入。研究亦發現適應學生的個別差異，教師要提供多元化的教學設計和給予學生自由繼擇的空問。此外，研究結果亦指出，透過行動研究有助教師的專業成長。
This action research project investigated the effects of a teacher's instructional design and implementation on students' motivation and development in the teaching and learning of English Language speaking skills, as well as the teacher's reflection on the whole process. The subjects of the study were Primary Four students taught by one of the investigators. Data was collected from student questionnaires, in-depth interviews, lesson video recordings, research logs, lesson observations by critical friends, and students' work. The study found that sustained teacher reflection for ongoing instructional adaptations in light of learners' characteristics and progress is conducive to raising students' motivation and self-confidence. Four crucial factors for raising students' confidence in speaking English were identified: instructional activities that match learners' ability; promotion of learner initiatives; a good teacher-student relationship; and teacher commitment. The study has also confirmed the need for flexible and open instructional design in catering for individual differences, and the positive contributions of action research to teachers' professional development.
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]