This paper reports the implementation of PBL in a student preparatory course at City University of Hong Kong in 1999. In Hong Kong, as well as elsewhere, students often enter university with limited understanding about university education and ineffective learning strategies which can create frustration and difficulties in their transition to university life. There is a pressing need for universities to provide students with support to increase their chances of experiencing success during this critical period of transition. In responding to this need, City University of Hong Kong started in 1996 to offer first-year students a course "Learning to Learn" to help prepare them better for university study and lifelong learning.
Students who have attended the course find it worthwhile and beneficial. Research on the course offered during 1997 to 1999 (Kwan, 1998 and 1999a) has indicated positive effects on students' learning attitudes and skills. In particular, students were more aware of the importance of being an active learner and managing their study time. They also reported an increase in their self-efficacy in these two areas. However, if this course is to develop students as lifelong learners, students need to go through a process in which they are helped to develop the process skills which are essential for lifelong learning (Kwan, 1999b). Since PBL is a powerful strategy for providing a learning environment that "embodies most of the principles that we know improve learning" (Woods, 1996), the course team decided to have the course adopt a PBL format in 1999.
Preparatory tasks, including restructuring the curriculum, making resources available, developing problems, piloting, and preparing tutors and students have been completed Students who participated in the Pilot Programme of the PBL version of "Learning to Learn" have reported that they have become better learners. They have strengthened their attitudes towards lifelong learning. They also believe

This study adopts a contemporary research approach and seeks to identify, analyse, and address some specific process related problems that third year undergraduate translation students' experience when learning law and solving legal problems. This study sought to answer the following question: Is there any change in the affective outcomes of undergraduate translation students with respect to their bias towards surface and deep approaches to learning before and after the problem-based learning intervention? The students' progression in problem solving was measured before and after the problem-based learning intervention to check for change. The second research question addresses students attitudes to learning environments before and after the problem-based learning intervention.

In the design of the B.Sc. (Surveying) curriculum at The University of Hong Kong, there are two major components: the academic core subjects and the Surveying Studio. We identified economics, law, management, and construction as four main subject areas. Subject-based and instructor-centred lectures and tutorials provide the academic underpinning of the curriculum. In addition, the Surveying Studio is designed to integrate and apply the academic knowledge in a professional manner. A multidisciplinary and student-centred learning approach is employed. Students, working in small group, are responsible for their own learning, individually and in collaboration with peers. Based on real world case studies, problem scenarios are designed and developed. A problem scenario is an open-ended and ill-structured problem in an authentic context. It allows students to explore different viewpoints, different pathways to different solutions, and different learning styles. Students work through problem scenarios to achieve the desired learning objectives. This paper outlines the concepts behind our student-centred learning framework for the Surveying Studio. Our experiences related to the benefits achieved and problems involved in the implementation process are discussed.

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.