背景：香港中文科課程改革提倡以學生為主體的教學，建議教師避免過多採用灌輸的方式。
目的：本研究的要旨有二：(1)探討教師的教學信念類型、教學方式及兩者的關係，(2)教師的信念與教學方式能否配合新中文課程改革。
調查對象：邀請六位中學中文教師參與。
調查方法：以半結構式訪談、觀課及檔分析蒐集資料。
調查結果：研究發現教師持「傳授觀」教學信念以詳述範文為教學主要任務，多採用講述的方式教學，較少安排小組活動；而持「啟發觀」教學信念的教師傾向綜合讀寫聽說教學，除了運用講述的策略外，還安排各類活動促進學生學習。
總結：研究結果對課程設計、課程實施有很大的啟示，建議開辦發展改變教師教學信念的課程。
Background: There is a call for learner-centred approach in the new Chinese Language Curriculum of Hong Kong, teachers are advised not to overuse didactic strategy.
Aims: This study serves two aims: (1) To examine teachers' teaching beliefs, teaching approaches, and their relationship. (2) Do teachers' teaching beliefs and their teaching approaches meet the requirement of the new Chinese Language curriculum reform?
Sample: Six secondary Chinese teachers were invited to be informants.
Method: Data were collected through semi-structured interviews, classroom observations and document analysis.
Results: This study found that the major concern of teachers with transmission view was to interpret prescribed texts in length; they were unlikely to arrange group activities. For teachers with heuristics view, they believed that integrating reading, writing, listening and speaking were desirable in learning. Apart from delivering lectures to students, they organized a variety of activities to facilitate students' learning.
Conclusion: The results of this study have important implications to curriculum design and implementation. It is suggested that teacher education of conceptual change should be developed.
[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/]

背景：西方學者利用多元感官理論啟發，曾得到不俗的效果。但這教學法是否適用於中文寫作、是否能增強學生在各種文體中的表現則從未受到廣泛研究。
目的：測試以多元感官寫作教學法提高中文寫作的效能。
樣本：兩班修讀副學士的學生，分別接受前測、教學和後測 (N = 55)。
方法：本研究採用實驗方法，兩班學生皆接受多元感官寫作教學，學習的文體為描寫文和抒情文，各兩課節(每節課3小時，共12小時)。前測、後測均由同一老師評核。分析採用2 (時間) x 2 (文體)重複評核方差分析(repeated-measures ANOVA)。
結果：兩個主要結果均見成效，唯兩者間的的交互作用則並不顯著。
結論：證實感官寫作教學能有效地提升學生書寫描寫和抒情文。
Background: Western researchers have demonstrated that the multi-sensory approach to creative writing is effective in enhancing essay writing. However, this approach has never been tested in writing Chinese essays in various genres.
Aim: The study examines whether the multi-sensory approach can enhance Chinese essay writing performance.
Sample: Two classes of associate degree students who took a pretest and a posttest after an intervention (N = 55).
Method: An experiment was conducted with students from two classes taught with the multi-sensory approach. Both classes were taught the descriptive and expressive genres, each genre in 2 lessons (12 hours total). The same teacher scored each essay in the pretests and posttests. The analysis used a 2 (time) x 2 (genre) repeated-measures ANOVA.
Result: Both main effects (test and genre) were significant, but the interaction effect was not.
Conclusion: Evidence shows that the multi-sensory approach was effective in enhancing Chinese writing in the descriptive and expressive genres.
[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/]

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