Science is no longer taught as a separate primary subject in Hong Kong after the implementation of General Studies (GS), which integrated three disciplines, viz., Primary Science, Social Studies and Health Education. Science achievements of 333 fourth-grade pupils were compared with results of past Hong Kong pupils participating in the Third International Mathematics and Science Study (TIMSS). The findings revealed that the GS Curriculum did not produce better or worse overall results of pupils' science knowledge than the previous Primary Science Curriculum in Hong Kong.
現行香港的小學常識科課程把科學科、社會科及健康教育科綜合起來。常識科推行後，在香港的小學課程中再沒有獨立的科學科科目。本文將333 位小四學生的科學成績和『第三屆國際數學與科學研究』(TIMSS)的結果作比較，發現以常識科模式學習科學，學生的科學成績與從前以獨立科學科學習科學之整體成績相若
[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/]

在二十世紀初，教師早以專題研習作為教學設計。雖然一直沿用至今，仍未能被本港一般學校普遍採用。近年，由於它被列為課程改革的四大關鍵項目之一，教師便一窩蜂去嘗試。然而，教師卻認為專題研習除花去他們不少的教學時間、增加他們的教學負擔外，學生亦因未能適應專題研習的主動學習方式，及未能掌握所需的社交技能而使專題研習的效果不一。建議教師多採用「學習型」的專題研習，輔以合作學習去幫助學生作好進行專題研習的準備。
Project learning, as a teaching strategy, has been used in the classroom since the early 20th century. Despite its historical background, it has not been popular among the Hong Kong teachers until it becomes one of the four key tasks in the current education reform. Nevertheless, many teachers still think that project learning is time-consuming, as well as a burden to their teaching load. Sometimes, the effect of project learning is not good because students have not yet accustomed to learning by themselves, apart from not yet acquiring the necessary social skills for project learning. It is recommended that teachers should adopt the kind of project learning that focuses on learning something new rather than consolidating something old, in addition to using cooperative learning to prepare students for project learning.
[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：我校向以「全人教育」為宗旨，希望培育學生成長和為他們未來的事業作好準備。為貫徹此宗旨及配合教育改革的推行，除了一貫的課堂教育外，我校亦認同經驗教育的重要性。因此，我校以「走出普通課堂的多元化活動學習體驗周」為口號，舉行「活動周體驗計畫」，邀請全體同學根據自己的興趣及能力參加不同的活動。
目的：此文章將討論舉行此類全校性活動應注意的事項，及老師如何與學生一起學習。
調查對象：由於只有我校舉行此「活動周體驗計畫」，所有資料由德信中學提供。
調查方法：此文章是透過個人經驗、專業討論及有關的政府刊物的資料，集合而成的。
調查結果：此文章提供了一系列的指引，讓有志舉辦同類型全校性活動的老師及學校，可以作一個參考。在舉辦類似活動時，應以學校辦學使命為原則，以學生得益及安全為大前提，在得到學校各持分者支持，才大力推動；否則，祇會勞民傷財。
總結：「活動周體驗計畫」是我校「全人教育」內的一個有計畫的主要活動，全體同學會按照自己的興趣及能力參加不同的活動。因此，一個詳盡的計畫便是帶領其成功的一項重要因素。此文章正提供了一系列的指引讓老師，製作其活動，「為孩子創造出更好更闊的學習空間」。
Background: Whole person education for our students is the mission of our school. We help them to develop their personal characters and to prepare for their own career paths. To fulfill the above challenging mission and the recent educational reform, apart form the normal classroom teaching, the School recognizes the importance and value of experiential or activity based education. Hence, we introduced the Activity Week Experience (AWE) Programme to provide our students a week of diversified learning experiences out of the ordinary classroom! All students are invited to join different organized programmes based on our own interest and abilities.
Aims: This paper is going to discuss the main concerns on organizing such a school-wide experiential learning activity and how our teachers also learn together with our students.
Sample: The programme has only been conducted in our school. Tak Sun Secondary School is the only information source.
Method: Personal experience, professional discussion and reference to the relevant Government documents were used in drafting the paper.
Results: A series of guidelines were suggested as reminders for the teachers and the school if they would like to produce similar school-wide activities. To start a similar school-wide activity, the school should put the school mission and the safety of the students as the first priority. Then, with the strong support from different school stakeholders,

問責制是各國探討教育改革其中一個重要問題。在香港體育教學，若果沒有設訂「適切及完善」之問責制，大多學校將不重視體育科目的課程設計內容及學生之學習果效。2001 年開始推行之教改方案，以及在2004 年「三三四」高中學制改革，雖然教改中所設計的主要理念正確。但因為未能設立一個「適切及完善」之問責制，所以在課程目標、內容及評量之設計並不配合。本文從問責制度分析教育改革中，體育課程之設計及當前需解決之問題。
Accountability is the objective for education reform in the 1990s. In Hong Kong, there are no suitable and publicly acceptable accountability systems for the physical education curriculum, thus curriculum design, and teaching content, as well as teaching effectiveness related to the school physical education will generally neglected. The education reform started in 2001 and the consultation for the "334" system of the senior reform began in 2004. As a result, the aims of physical education have generally been accepted by teachers. However, the reform design was flawed with a mismatch among the aims, content and assessment. This was due to the lack of suitable and acceptable accountability systems. Based on the accountability system approach, this paper evaluates the design of the physical education curriculum and the problems in the current curriculum implementation, based on which comments have been suggested.
[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：香港政府自2000 年開始施實教師「語文能力要求」以及相應的「教師語文能力評估」。在這項政策之下，全港中小學的常額英文和普通話科教師必須在特定時限之前達到相關語文能力要求，否則將不獲准繼續任教英文或普通話科。政府的是項舉措在本港教育界引發了廣泛的爭論。
目的：本研究目的在於調查政府該項措施實施兩年之後，受影響的中學普通話科教師對政府此項舉措的一般意見和態度。
調查對象：本研究的調查對象為香港中學普通話科科主任教師。
調查方法：本研究採用直接問卷的方式進行。以郵寄方法向香港400 間中學的普通話科科主任進行問卷調查，成功收回問卷177 份。
調查結果：結果顯示，普通話科教師一般認為，政府的這項政策對於語文教師的專業發展有其必要；但是，由於政府強力推行是項政策，加重了教師的工作負擔，所以不受教師們的歡迎。
總結：如果想令到政府的這項政策得到語文教師的歡迎，政府必須有相應的措施有效地減輕受影響教師的工作壓力，因為是項政策的實施實際上加重了教師業已十分繁重工作量。
Background: Since 2000 Hong Kong government has pursued a new policy of Language Proficiency Requirement (LPR) and conducted Language Proficiency Assessment for Teachers (LPAT). under witch all English/Putonghua teachers holding a permanent post in a public-sector schools or a local private primary/secondary day schools offering the full curriculum will not be allowed to teach English or Putonghua if he or she had not met the required language proficiency level by specific deadlines. This policy triggered off a heated debate from all sides of education circles in Hong Kong.
Aims: This study aims to collect the general opinions and attitudes of Putonghua teachers towards this new government’s policy two year after the policy had been put into practice.
Sample: Questionnaires were sent to 400 secondary schools and total of 177 questionnaires filled in by secondary school Putonghua subject chair teachers were collected.
Method: Questionnaire survey was conducted and the written responses received from the respondents were tabulated.
Results: This study found that the secondary school Putonghua teachers generally disliked the new policy of LPR which had been strongly carried out by the government, although the new policy was accepted as a necessary step for Putonghua teachers' professional development.
Conclusion: To make the new policy favorably received by language teachers, the government needs to do something substantially to lessen the burden of affected teachers, because

九七年版香港小學普通話科課程綱要頒行以來， 配應的教科書陸續面世。由於課程架構和理念的翻新， 教科書編者又嘗試從不同的角度體現綱要的精神， 各種教材的編排系統、內容重點等難免有不同程度的差異。要有效運用及發揮這些教材， 是新教師面臨的一大挑戰。透過一項新入職教師專業成長的研究，我們探討了一些新教師在教材運用方面遇上的困難和限制， 並歸納出他們有待增強的知識和技能。
Since the implementation of the current Putonghua curriculum in Hong Kong in 1997, corresponding teaching materials have been developed to meet the requirements of the curriculum. Because different textbook writers interpret the curriculum differently in terms of teaching objectives, teaching contents and teaching approaches, etc., teaching materials generated vary in focal points. To use these materials effectively in teaching becomes a big challenge, especially for beginning teachers. In a study on the professional growth of beginning Putonghua teachers, their problems in adopting commercial teaching materials are investigated, and the knowledge and skills with which they need to become competent language teachers are identified.
[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：近年學校實踐校本課程發展計畫，識字教學常是熱門的設計項目。本文作者為了配合這一種趨勢，在師資培訓課程中嘗試運用「輔導探究式教學法」指導職前學員掌握教小學生識字的方法。整個嘗試設以行動研究的形式來完成。
目的：是次行動研究的目的是探討該班學員在「輔導探究式教學法」的指導下的學習成效、他們對這種授課方法的情意反應，和「輔導探究式教學法」應用在師資培訓中要注意的問題。
研究對象：香港教育學院一年制的小學學位教師教育文憑課程的九名學員。
研究方法：本研究按「輔導探究式教學法」的理論安排整個教學過程，包括教學輸入、學員分組討論、分組導修課和報告課四個環節。在四個環節完成後，進行評估性測驗和問卷調查，以回答研究要探討的問題。
研究結果：學員通過「輔導探究式教學法」基本上能明白教識字的方法和原理，他們也普遍接受這種教學方法。從研究者觀察所得，該組學員的自學能力較弱，部分學員在學習上存在「拿來主義」的心態。
總結：用「輔導探究式教學法」指導該組學員認識怎樣教識字，就成效而言是可接受的。在施教的過程中，研究者體會到，學員的自學能力和態度對他們的學習成效有一定的影響。這兩方面如何改進，很值得同行三思。
Background: In the recent years, practicing the school-based curriculum development program is a norm; designing a useful Chinese Character Cognition ("CCC") approach becomes a very hot topic in the education arena. Following on this general direction, the author of this paper has conducted an action research study using the Guided Inquiring Method ("GIM") as the methodology against Chinese Character Cognition with a group of students from the Teacher Training Program, who prepare themselves to be the primary school teachers.
Goals / Aims: The objective of this study is threefold -- to investigate the effectiveness of applying GIM against the target study group, to observe the degree of their acceptance, and at the same time to reveal what should we pay attention to while using this method.
Target Study Group: A group of 9 students from the Postgraduate Diploma in Education (Primary) program (one year full time) at the Hong Kong Institute of Education.
Method: The general design of the entire study is based upon the theory of the Guided Inquiring Method, plus injection of basic teaching knowledge, group discussion, group tutorial sessions, and in-depth discussions among the target group members. In order to accomplish the goal of this study, objective assessment and questionnaire were used to confirm the findings at the end stage of the study.
Results: There are two key findings in this study. (1) With using GIM, it

「合作探究學習法」是「合作學習」其中一個模式，一般以小組形式進行。這模式強調各成員的個人學習績效、積極互賴精神和人際及小組學習技巧。它能有效提升學生的探究思維能力，有系統地提出問題、界定問題、搜集有關資料，利用有關語言和文字作出解釋，促進小組各成員及團體彼此之間的交流及增進他們的內在動機。教師及教育工作者可從有關中國語文教學的建議中，參考此創新教學模式的實施和評估，並商議其在未來教育改革上的可行性。
Group Investigation (GI) is a model of cooperative learning in which students learn together in a group. The module emphasizes individual accountability, positive interdependence and interpersonal and group skills of the group members. Hence, GI is effective in enhancing students' skills of exploring and thinking, their ability to raise and identify questions systematically, seek relevant materials and present the organized materials verbally and in written form. The model can also increase interaction among students and their intrinsic motivation. From the example given on the teaching of Chinese language, teachers and educators can make reference to the implementation of GI in the classroom to determine the feasibility of such a model of innovative teaching in the education reform for the future.
[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/]

本研究以問卷形式訪問了81 位幼稚園教師，發現寫字是香港幼稚園教學的重要一環，幼兒早於幼兒班便開始寫字。幼兒寫字量雖大，卻未能透過寫字教學改善執筆方法和提高學習興趣。由於幼稚園多依據校長、教師及家長的意見擬訂寫字教學目標，他們多著重訓練學生的寫字能力，卻忽略幼兒的身心發展。
This paper investigates how kindergartens teach Chinese handwriting in Hong Kong among 81 kindergarten teachers. The results indicate that Chinese handwriting is one of the emphases in kindergarten teaching. Kindergarten students start to drill handwriting as early as they are in K1. Though they write a lot of Chinese characters every day, they cannot improve their handwriting nor enjoy the process of writing. It is also found that the teaching of Chinese handwriting at kindergartens is greatly influenced by the attitudes of kindergarten principals, teachers and the parents. However, they concern too much about the development of writing abilities among children rather than their physical and mental development.
[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﹕為了更好地適應未來社會﹐學生必須具備批判性思考、創意性思考等高層級思維能力，相應地﹐現今中小學課程也已十分重視培養這些與評價有關的能力。為此﹐閱讀測試要準確地評估､發展學生的評鑒能力。
目的﹕討論如何編制試題﹐以評估學生的現代文閱讀評鑒能力﹐為教師在中文評估領域的專業發展提供參考。
方法﹕以閱讀、寫作理論、現行課程標準為基礎，分析2002-05 年中國內地、香港、新加坡各17份合計51 份中學實際使用的中文試卷。
主要結果﹕發展了中學現代文閱讀評鑒題的評核內容框架，設計了評鑒題型體系，指出了評鑒題的編制策略。初步發現三地評鑒題的區別。
總結﹕三地評鑒題的內容測試焦點不同﹐可相互參考。為了更好地評核評鑒能力﹐編制評鑒題要選取更廣泛的內容﹐採用多種題型﹐採取相應的編題策略。
Background: Students need to be equipped with higher thinking skills such as critical and creative thinking skills that are related to their evaluation ability in order to better prepare them for the future society. The current reading curricula worldwide emphasize on the enhancement of evaluation ability of students in schools. Accordingly, the comprehension tests should reflect these changes so as to improve teaching and learning.
Aim: This research aims to probe on how to set questions to better assess students' ability to evaluate / appreciate the thoughts, literacy structures and language etc. in comprehension tests of Chinese language as first language.
Method: The author sampled 51 comprehension tests from secondary schools in Mainland China, Hong Kong and Singapore, and did a comprehensive content analysis based on multiple perspectives of theories on reading, writing, and the Chinese language curriculum development.
Results: A framework of contents to be tested has been structured; A few types of questions have been designed. In addition, some strategies for setting questions to assess students' evaluation ability in comprehension tests have also been discussed. The essential differences among the test papers in Mainland China, Hong Kong and Singapore have been described.
Conclusion: There are a few key different focuses in assessing student's evaluation ability in the comprehension tests in Mainland China, Hong Kong, and Singapore. The author then concluded that, to ensure the assessing evaluation ability effectively, the scale of contents for testing should be broadened