The author points out in the paper the followings: drawings by children of different races and culture show similarities in representations of similar objects. Yet, after seven years of age, the drawings of a European child show subject realism and their representations are mental pictures; the Chinese child's drawings are remarkable not only for their realism, but also for the sense of relations between parts. To the author, the two types of experiences are due to their different training in perception.

作者討論香港美術教育在50年代到70年代在觀念、模式和課程上的發展。由圖畫科教學的觀念，轉變成側重兒童美術的模式和內容，再漸漸走向美術設計等，當中反映了意識形態之爭辯和觀念的取替，而這些改變，亦標誌著觀念的轉型，有無限的可能性，因此，作認為要面對香港的美術教育或藝術教育在21世紀的改革，要更深入地從三方面考慮：藝術教育活動、藝術教育觀念及藝術教育政策，更重要的是三者如何互動才能建構和塑造出一套真正對香港未來發展有貢獻的藝術教育。

This is an exploratory study of junior secondary school students' views of geography in Hong Kong. Twelve Secondary 1 and Secondary 3 students from six schools were interviewed to reveal what they think geography is. It is found that the impact of the school geography curriculum on students' views of the subject was evidenced in students' responses to the question, 'What is geography?'. Students generally held a narrow view of geography and viewed the subject in terms of terminology, topical areas and content covered in geography lessons and what they did in geography classes, such as going on field trips and map reading. Compared with S1 students, S3 students viewed geography as a subject of a wider scope and in their responses they mentioned more topical areas and more geographical issues. However, very few students held the view that geography is a study of spatial patterns. This suggests that teachers may need to strengthen the teaching of key geographical concepts.
[Copyright of International Research in Geographical and Environmental Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/10382040308667533]

Nearly every school in Hong Kong claims to provide ethics/religious education as part of the curriculum, but teachers find it difficult to teach values and attitudes without having students find ethics/religious lessons boring. While much has been said about how students learn, it remains that it is the teacher s task to provide the relevant experience and conditions for learning so that learning takes place. Thus such questions arise as, What is relevant experience? and What do students experience? Since most students are exposed to popular culture, the use of it as examples in teaching ethics/religious education may be a solution. This research finds that teachers and students in general enjoy the use of popular culture in the teaching and learning of ethics/religious education. The problems lie with the lack of resources and the already too heavy workload of teachers.
[Copyright of Religious Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/00344080308292 ]

The relationship between conceptions of teaching and approaches to teaching was explored in a study of 18 secondary school art teachers in Hong Kong. Conceptions of teaching approaches were fitted to a four‐category model. Each of the categories was distinguished by reference to six relevant dimensions. As is the case in higher education, approaches to teaching lower forms, with little pressure from external examinations or school ethos, followed logically from conceptions of teaching. There was also evidence that contextual influences, if they were sufficiently strong, could play a part in teachers' approaches to teaching in the lower forms. For senior forms, the most marked contextual influence on approaches to teaching came from the external examination syllabus. Of the 13 teachers who taught senior form students, eight reported using approaches to teaching that were significantly different from those they used for lower forms. The remaining four used essentially the same approach for junior and senior forms because these were consistent with the orientation of examinations that measure skill and knowledge acquisition. Finally, the data suggest that both the educational background of the teachers and the banding levels (designation of the school as high or low achieving) of the schools they were teaching in were related to the combined conceptions and approaches. The influence of banding levels could be due either to teachers choosing a type of school consistent with their beliefs or the environment of the school influencing teachers' beliefs and practices.
[Copyright of Teachers and Teaching: Theory and Practice is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13540600601029744]

Since 1997, Hong Kong's reintegration with China has been founded on the principle of 'One Country, Two Systems', which serves to guarantee the sustainability of the capitalist system in Hong Kong under the rule of the socialist motherland. This paper is an intra-cultural and inter-regional comparative study of the curricula of two systems (socialist and capitalist) under one country, using the junior secondary History curricula in Shanghai and Hong Kong as a case study. In addition to tracing the differences and similarities, divergences and convergences in the junior secondary History curricula of the two systems, the paper also generates proposals for the future improvement of History education in both cities.
[Copyright of Comparative Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/0305006042000274836]