香港教育改革在「三三四」改制的建議下，首輪的課程改革將會同步實施，「新高中通識教育」將成為必修科目。隨著課程的轉型，教統局預測，「新高中通識教育」將來在全港推行後，任教該科目的教師將增至三千二百人。全港現時約有三百名教師任教高補程度通識教育。因此，很多現時任教「個人、社會、人文科」範疇內的教師及任教經濟科、經濟及公共事務科、歷史科（中國歷史及世界歷史）、地理科各學科的教師都或需要轉型任教「新高中通識教育」。這批教師需重新接受「新高中通識教育」的再培訓。在三三四制首輪諮詢期當中，教師及辦學團體紛紛提出不同意見，主要針對下列七方面：（1）新高中通識教育的課程內容；（2）任教新高中通教育的教師再培訓的要求；（3）新高中通識教育的教學法；（4）新高中通識教育的評估方法與分級；（5）學校行政與新高中通識教育科推行的配合；（6）新高中通識教育學生人數與教學效能的關係；（7）新高中通識教育的教學語言與學習成效。有見及此，本文將會從以上七方面進行初步探討。
In the recent round of education reform in Hong Kong, the 3+3+4 proposal was introduced. However, the introduction of Liberal Studies as a compulsory core subject has become quite a hot topic of debate. The Education and Manpower Bureau predicted that the change will affect more than 3,200 teachers who will be teaching the new subject. This paper aims to review the development of the subject over the past years and explore the possible challenges that teachers might face during the implementation process. These included (1) the content and structure of the curriculum; (2) the demand for re-training teachers; (3) the pedagogy of Liberal Studies;(4) the assessment and grading of project learning work of Liberal Studies; (5) corresponding changes in schools' administrative procedures to support the implementation of Liberal Studies; (6) the relationship of class size and teaching of Liberal Studies; (7) the relationship of medium of instruction and the teaching of Liberal Studies. Finally, recommendations are suggested.
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

在新高中學制改革中，最引起公眾討論的是新設立的通識教育科。它成為了四個必修科之一。從表面來看，這個學科的目標是與整個教育改革的理念很配合，但是如果我們仔細地分辨，不難看到設立這個必修學科的理據，以及內容選取上，都有不足的地方。而更令人關注的是不少中學在政府的宣傳攻勢下，紛紛地在初中階段，設立通識教育科。這種一窩蜂的舉措如果是未經深思熟慮的話，可能會帶來很多負面的影響。
Liberal Studies has been designed as one of the four compulsory subjects of the new senior secondary curriculum. The aims and objectives of this "new" senior secondary school subject are, on paper, in line with the essence of the current educational reform in Hong Kong. However, a close review of its development and proposed contents reveals that the rationale for establishing this integrated subject and the content coverage are far from convincing. What makes the situation even more worrying is that the promotional strategy of the Government for establishing this subject has been so powerful and successful at some schools are creating a "liberal studies" subject in their junior secondary curriculum without careful consideration of the potential adverse effect of such a move.
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

香港特區政府進行教育體制政策，並將於2009年開始，在中學逐步推行「3+3+4」學制，其中高中考試 還加入了通識教育科作為必修科要求學生應考。本文欲對通識教育在今天的香港推行的意義進行分，亦試圖 剖析為何遭受到種種批評，並對如何面對種種問題提出筆者的意見。筆者欲指出，在香港推行通識教育有其時代的逼切性，它既是全人教育的重要組成部份，亦用以補足因知識專業化所帶來的不足。論者雖然對應否在今天的香港推行通識教育持正面的意見，但礙於通識教育的性質、要求及考核與傳統的學科有異，他們對如何推行及是否具備條件推行則頗有保留。筆者欲指出，此種種問題確實存在，但並非不能克服。教授此科的教師不應本能地產生恐懼及排斥，而應該理性思考，以開放的態度思考問題及迎接教學卜戶法的轉變。我們不應把政府決定推行通識教育的美意扭曲，以致好事變成壞事，而應欣然接受新教學方法的挑戰，調整自己的意識及強化自己的能力以迎接新環境的到臨。
The Hong Kong SAR Government will process the "3+3+4" new academic structure. Starting from 2009, senior secondary education will begin to have a new syllabus to set Liberal Studies as a core and compulsory subject in the new examination system. In this article, we will study the meaning of Liberal Studies in contemporary Hong Kong society, and we will also try to analyze why it has encountered various comments, and how we can cope with the related issues. The author would like to point out that, there is an urgent need to have the subject of Liberal Studies in contemporary Hong Kong society, because it is an important part of whole-person education in contemporary society. At the same time, it also balances the impact of specialized education. Due to the special nature of liberal studies, it is not too suitable to use the traditional way to assess the performance of students. Critics generally support the goal of liberal studies, but they do worry about the implementation and the supporting condition in enhancing this subject. The author would like to point out that, it is sure that many issues exist, but it does not mean that the issues cannot be solved. The teachers need not have such great opposition; they are advised to have an open mind to think rationally, and to adapt a new way to teach this subject. It is not suitable to distort the good intention of the government, and make the good thing become worse. Teachers are advised to learn a new way to teach this subject, adjust their attitudes, and strengthen their ability to accept the new teaching environment.

In the era of education reform in Hong Kong, on various government documents, different concepts and functions of assessment were introduced to the community. The importance of formative assessment was emphasized. This paper aims to study the student teachers' implementation of formative assessment in General Studies lessons during their teaching practise. Commonly used assessment methods, alignment of learning and assessment activities, student teachers' intervention after receiving feedback from pupils, difficulties encountered, perception of the student teachers on formative assessment and pupils' feedback are reported in this study. It is hoped that the study will provide insight into the practice of formative assessment in primary General Studies classrooms as one aspect of the professional development of General Studies Teachers.
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

本研究以香港神託會培敦中學二零零二至二零零三年度的專題研習課程為研究對象，探討學校實行專題研習的原因，然後以本校實際經驗為基礎，了解下列三個因素：（一）、「家庭的社經地位」；（二）、不同的「研習範疇」——「人文學科組」及「理科組」及（三）、學生的「學能表現」——「高能力組」與「能力稍遜組」等，對學生「專題研習的表現」及「態度」有何影響。結果發現大部份學生都認同透過專題研習能學習不同的共通能力，以下本文將會對專題研習提出一些建議。
This research aims at studying the factors affecting the effectiveness of project-based learning (PBL) scheme, a new culture propose in education reform, in a secondary school. Based on the experience in Stewards Pooi Tun Secondary School, we first investigated the merits of launching PBL. Then we focused our study on how the three factors, namely (i) parents' socioeconomic (SES), (ii) choice of project domain (humanities vs. science) and (iii) academic performance, would affect the students' performance and attitudes towards PBL.
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

本文以行動研究為研究方法，目的是證明能否透過閱讀報章令學生關心社會和政府事務，同時亦解決研究員常識課所遇到的問題。本研究為期六個月，對象是一班小學六年學生。這班學生大部份都是兩、三前年才從國內遷到香港居住，對香港的事物和政府都認識不深也不感興趣。在本研究中，研究員透過多項活動去增加同學對閱讀報章的興趣，從而認識香港時事和關心政府事務。
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

教育統籌局於2005年決定於2009年9月推行新高中學制，規定通識教育科將會成為新高中課程的核心科目，估計當新高中通識教育科全面推行時，約有三千名高中教師要轉型任教或兼教新高中通識教育科。為了了解現職中學對實踐通識教育科的看法，香港教師中心教育研究小組於05年11月展開「通識教育科的實踐與挑戰」問卷調查，一共收到207所中學1033位教師的回應；隨後研究小組成員並到4所中學與負責教師作深入訪談。此文將引用這個研究量性和質性資料，來探討在進行通識教育科時，教師在教學內容、教學法、學科評估和學校行政等四方面的挑戰。
The 334 Report (EMB, 2005) stipulated that Liberal Studies will be a core subject and assessed like other subjects in the three-year senior secondary curriculum. There will be around 3000 teachers need to change as subject teacher of Liberal Studies in 2009. In order to understand the opinion of secondary school teacher on the implementation of Liberal Studies, the Research Team of Hong Kong Teachers' Centre delivered a survey on this issue in November 2005. Base on the qualitative and quantitative data, this paper aims to discuss the challenge on the implementation of Liberal Studies in the following aspect teaching content, teaching method, assessment and school administration.
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]