Extensive Reading (also known as ERS or the Extensive Reading Scheme) in many Hong Kong schools is viewed, organised and promoted in very narrow and limiting terms. Traditionally, ERS is enacted in the selection and reading of a book followed by the completion of the relevant book card. This paper challenges the prevailing paradigm and encourages teachers to transform their ERS lessons by adopting approaches that will activate and enhance pupils' engagement with the ERS books and ultimately reap long term benefits in EFL/ESL learning. These approaches include making the aesthetic and affective dimension integral to ERS as well as the promotion and adoption of a Vygotskyian social interaction framework in the structure and design of the activities. A description, examples and illustrations of the activities to promote the two approaches are provided for classroom practitioners.
在香港, 學校對於廣泛閱讀計劃 (又作ERS) 的看法、編排及推廣, 各方面仍停留在很狹窄的層面。傳統上, 所謂的ERS, 是先取出書本, 然後閱讀圖書, 最後把有關的資料填在圖書咭上。這文章的目的是挑戰現有的模式, 並鼓勵老師對他們的廣泛閱讀課堂作出改變, 採用不同的方法務求令學生投入於廣泛閱讀的書本中, 以便最終能為學生帶來在英語學習上的長遠得益。這些方法包括: 1) 在課堂活動中加入ERS 固有的美學及情感的原素。2) 採用並推廣Vygotsky 理論中互動社會作用的構想。本文將會就上述兩個方法, 加以詳細描述, 並舉出一些活動和例子, 以供老教師參考。
[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/]

Curriculum orientations are beliefs about what a school curriculum should achieve and how teaching, learning and assessment should occur. Five major orientations to design science curricula were identified. They are academic, cognitive processes, society-centred, humanistic, and technological. This article reports the results of a survey on the primary science curriculum orientations of 437 pre-service student-teachers studying 2 primary education programmes. A 41-item questionnaire was developed to measure their beliefs about these five curriculum orientations. Statistical results show that the instrument is reliable and the student-teachers strongly believed in the cognitive-processes orientation, but they generally did not reject the other four orientations. The effects of science background knowledge, teaching practice experiences and the nature of science modules studied were tested. Implications of these findings are discussed.
課程取向是指有關學校課程的目標、教學方法與評估的信念。本文界定了五種有關科學課程的主要取向，它們是學術取向、認知過程取向、社會中心取向、人文取向和科技取向。本文報告一個對小學科學課程取向的調查研究，調查的對像是分別修讀兩個教育課程的437 位職前師訓學員，調查工具是一份有41 項問題的問卷，統計結果顯示工具的信度頗高，而學員最認同認知過程取向，不過他/她們亦不排斥其他四種取向。同時亦測試了有關學員的科學知識背景、教學實習的經驗和曾修讀科學單元的性質等因素可能產生的影響。從以上研究結果所得出的啟示都會在本文作出討論。
[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/]

為配合香港政府積極推行的資訊科技教育政策，教育工作者正努力發展不同的方案，應用資訊科技改善教學。本文介紹專為小學常識科而設的數碼錄像短片資源庫，探討短片如何協助教師在教學應用資訊科技。文章首先討論推行是項計劃的目標及成果，然後就使用者的問卷調查所得，歸納意見，討論如何改善資源庫的使用介面和怎樣增潤短片的內容。文章進一步討論研究的啟示：錄像短片在教學上的應用及教師在發展數碼錄像短片資源庫的角色。
In respond to the Government's policy of using Information Technology (IT) in education, various approaches are attempted by educators to enhance the effectiveness of using IT in learning and teaching. This article describes a resources bank of digital video clips, which is especially designed for General Studies in Hong Kong primary curriculum, and explains how digital video clips can assist teaching in classrooms. It starts with objectives and outcomes of the project, which followed by a discussion of the findings from a survey conducted with users. Based on the users' opinion, ways of improving the interface and content will be discussed. The article further discussed the implications inferred by the result. They are the use of digital video clips in teaching and learning, and the roles of teachers in the further development of the resources bank of digital video clips.
[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/]

本文是一個追蹤研究，首先收集研究對象中一至中三的作文103篇，並採用現象學研究法（Phenomenological Research ）的意念進行研究。現象學研究法的重點在於深入了解人類自然的生活，把沒有虛飾的生活體驗和意義呈現出來。本文主要運用兩種分析工具：威堅遜模式（Wilkinson， 1980）及內容分析（text analysis）。論文研究的目的：分析受試者初中情意表達能力的層次。
This article is a longitudinal research which monitors 103 essays of a student from F.1 to F.3 by adopting "phenomenological research". Phenomenological research is based on the deep understanding of human life, presenting us with the truest life experiences without disguise. The ability to express emotion of a student as reflected from his Chinese composition. Two models are employed in this research: Wilkinson's (1980) and text analysis. The objectives of this research is to analyse the abilities of junior secondary school students to express emotions.
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

促進學習的評估是近年香港教育界熱門的專業術語之一。評估能促進學生學習，過程中教師要善用評估學生表現的資料，設計出相應的桝與學的措施。為了瞭解這理念在香港小學施行的情況，本文採用個案研究法，與一所小學數學科科主任作深入訪談，透過解構和整理這些質性資料，勾劃出這所學校近年來在數學科實踐評估促進學習的經驗，並指出其成功原因及需考慮的發展方向。
"Assessment for learning" is a professional term and familiar with the educators in Hong Kong recently. Assessment improve students' learning. Teachers analyse the results of students' performance to design relevant teaching activities and materials. This paper aims to illustrate the practice of this concept in the mathematics subject of a primary school in Hong Kong. The case research method is used and the subject panel of this school has been interviewed deeply. By synthesis the qualitative data of the case, the implementation of the assessment for learning of the mathematics subject in this school is outlined. Meanwhile the main reason of the success of this assessment reform is pointed out and suggestion for further development is enclosed.
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]