從教育制度檢討改革方案諮詢文件中，看到「專題研習」這個學習模式，使我有進一步探討一下它與教與學的新文化有何關係的動機。根據文件中所提及的條件是利用專題研習的過程鼓勵老師引導學生以不同角度，運用橫跨不同學科的知識去思考和解決問題。本文嘗試從實踐的層面探討一下推行「專題研習」的成效。
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

高中通識教育科將於2009年9月推行。通識教育科強調運用探究式的方法來進行教與學，教學內容以一系列當代的議題為中心。這探究式的學習為教師帶來新的挑戰，包括：如何引導學生批判性地閱讀，在互聯網中尋找有用的資料，在探究學習過程中提出問題，並作以證據為本的探究；如何支援學生之間的協作；如何有效地分辨不同學生所作出的努力，並為學生在探究的不同階段提供適當的回饋，使評估能發揮促進學習和量度學習水平的雙重作用。讓學生主導，在網上進行探究式協作學習的另一挑戰是老師所要面對的沉重工作量。本文旨在介紹《學習2.0》，一個利用網絡2.0（Web 2.0）新科技研發的網上學習及評估平台用作支援新高中通識教育及「專題探究」的學習。
Liberal Studies as a mandatory subject in the New Secondary School curriculum will be implemented starting from September 2009. This subject adopts an inquiry-based approach and the content is structured around a range of important contemporary issues. Teachers face new challenges in teaching and assessing this subject: how to guide students to read critically, find useful information from the internet, formulate inquiry questions and to undertake evidence-based inquiry; how to support student collaboration and at the same time be able to assess the efforts and achievements of individual students; and how to provide adequate feedback to students at various stages of inquiry such that assessment can be both formative and summative. In addition, facilitating students to work autonomously online generally brings heavy workload on teachers. This paper introduces the Learning 2.0 project which comprises the development of an open-source online learning and assessment platform using Web 2.0 technology to provide support for the learning and teaching in the NSS Liberal Studies Curriculum.
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

西方研究教育改革及教師發展的文獻，主張從教師個人發展的角度，思考教師在改變教學範式過程中如何建立個人的意義，才能為教師在增進知識與發展能力方面帶來真正的轉變。專題研習為香港教改短期發展(2000-05)其中一項關鍵項目，旨在通過嶄新的學習與教學策略，發展學生的共通能力。本文探討職前教師推行專題研習的實際經驗，闡述他們在個人成長及工作意義方面的發現，藉此突顯教師在推行專題研集過程中所得的實踐經驗，不但是個人的深刻體會，更是教師累積知識及提昇能力的基礎。
In light of existing literature on education reform and teacher development, this paper sees teacher development as self understanding rather than merely as knowledge and skills development. Based on the interviews with pre-service secondary schoolteachers, this paper examines how their experiences as project learning tutors echo the recurrent themes of survival and discovery on the early stage of teacher development. It argues that teacher experience and self understanding is the foundation for further pursuit of knowledge and skills development.
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

香港新高中課程改革的「通識教育科」，注重「專題研習」的學習。由於有別於本土的傳統教學，「專題研習」可供老師參考的課程實施經驗不多，尤其學生對自主學習的體會。本文嘗試從學習者的角度，透視「專題研習」在實際的學校環境中，出現怎麼樣的「通識教育科」教學和學習的特點。透過分析小組同學的訪談內容，我們發現學生能夠了解和適應「專題研習」的學習要求及肯定其中的學習經歷和價值，他們同時深感憂慮新的學習，嚴重受考試導向的教育現實所牽引。
Liberal Studies has given a due weight to project learning in Hong Kong's New Senior Secondary curriculum reform. Different from mainstream teaching in the past, teachers have little practical experience on project learning in their curriculum implementation, particularly on students' independent learning. This paper is an attempt which examines for characteristics of project learning in Liberal Studies in the local school context from students' perspectives. An analysis on the focused group interview with students has found that they can grasp the main points and cope with the new learning needs of project learning. While they recognize the values of this new learning mode, they are deeply worried that the examination-driven educational reality has greatly affected their study through project learning.
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

2009年實施的新高中學制，通識教育科將成為核心科目之一，大部份中學現階段的工作主要集中處理課程規劃中如何鋪排六個單元的教授次序。學校的教師人手安排固然影響通識科的課程組織，但老師們如何詮釋課程同樣影響校本的課程設計。本文透過校本專業支援的學校經驗，嘗試總結課程規劃的三個單元鋪排模式，並探討當中反映老師如何理解新高中通識教育科課程精神與目標。
Liberal Studies (LS) is one of the core subjects in the new structure of senior secondary education which will be implemented from this September. At present, the focus of most secondary schools is on the issue of how to plan and arrange the sequence of the six modules. In fact, not only the manpower deployment but also how teachers interpret the LS curriculum documents can bring considerable influence on the school-based curriculum design of LS. Through the experiences of on-site school support, this paper summarizes three models which schools adopted to arrange the six modules, and analyses teachers’ understanding and interpretation of LS curriculum embedded in each model.
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]