本書是香港與內地學者聯手合作的產物。兩地作者堅持與時俱進的課程理念，嘗試用不同理論從前沿領域探討語文課程與教學的發展。各專題涵蓋下列範圍：生態論、批判教育理論、對話理論、關懷理論、文化關聯取向、流行文化理論、元認知與自我調整學習、模糊評估與寫作測試、語料庫、全球學生閱讀能力進展研究、讀寫教學新範式、母語教科書的文化構成、讀圖時代的語文教學等，無論是對語文教育理論的研究者，還是對語文課堂第一線的教師，都具有重要的啟示。

長久以來，香港學校的中國語文科都以廣州話（粵語）授課。自從教育當局訂明「用普通話教中文」的遠程目標後，不少學校紛紛嘗試，有些甚至由小一開始「普教中」，情況令人關注。有鑑於此，本文以三位小一教師的課堂為例，以量化及質化的方法，具體分析「普教中」的課堂語言，以助澄清下列疑慮：（一）香港小學一年級的中國語文課，能否直接採用普通話授課？（二）「普教中」的教師能如何引導小一學生適應教學媒介的轉變，如何有效學習？
[Copyright © 2009 香港中文大學.]

Current literature suggests mixed findings regarding the relationship between visual spatial skill and Chinese reading ability. In this longitudinal study, 106 kindergarteners in Hong Kong were tested on visual spatial skill and Chinese character reading ability in their first, second, and third years of kindergarten (K1, K2, and K3) with 12-month intervals between the three testing points. Cross-lagged path analysis showed a bidirectional relationship between visual spatial skill and Chinese character reading ability from K1 to K2. Children's visual spatial skill in K1 predicted their reading ability in K2 (B = 0.35, SE = 0.17, p < .05, β = .17), and their reading ability in K1 explained the unique variance of visual spatial skill measured in K2 (B = 0.29, SE = 0.12, p < .05, β = .25). In total, it explained 19.4% (p < .01) and 35.8% (p < .001) variance of visual spatial skill at T2 and reading ability at T2. However, the bidirectional relationship diminished between K2 and K3. The results demonstrate the developmental course of the relationship between visual spatial skill and reading ability as well as the reciprocal facilitation of the two skills in the beginning phase of reading development but not later phases.
[Copyright © 2016 Elsevier Inc.]

This study set out to use phenomenography as a theoretical framework to investigate teaching in classrooms, focusing on how the same content is enacted differently in different teaching activities. We observed teaching activities intended to teach children to recognize Chinese characters in preschools and collected data about the delivery of the teaching activities. A total of 3 categories of teaching activities were identified from the data, which correspondingly reflected 3 ways of seeing the recognition of characters: (A) recognition as matching items, (B) recognition as imitating behaviors, and (C) recognition as constructing meanings. Our results were useful for fostering the professional learning of teachers in practical ways as well as holding the potential to further advance the methodology of phenomenography.
[Copyright © 2016 Scandinavian Journal of Educational Research.]