世紀之初，港滬分別推出中國語文課程指引和課程標準。本研究是比較兩地的初中中國語文科課程。目的是：1. 比較兩地初中中國語文科課程內容的異同。2. 為教育當局日後修訂中國語文科課程提供意見。理據是以課程論和學科論為基礎。研究發現：兩地的語文課程定位、 課程結構、學科性質、課程取向及學習目標，教材組織、選材原則及教材編寫，教學原則、元素及要求，評估目的、功能、方式與方法等，都有不同程度的差異。
In the beginning of a new century, a brand new Chinese Language curriculum guide and referencing criteria have been implemented in Hong Kong and Shanghai respectively. This study aims to compare and contrast the junior secondary Chinese Language curriculum in these two regions. In the meantime, this study tries to shed light on its future development and provide insights for the education policy makers. Based on the disciplines and curriculum theories, variations are found upon different areas including standards setting, curriculum structure, nature of disciplines, directions and learning objectives; organization, selection and compilation of teaching materials; teaching principles, elements and requirements; and the assessment aims, function, forms and methods.
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

香港在2000年的教改中，強調學生學習能力的全面提升，提出重點培養學生的九種共通能力，其中一種是創造力。很多教師誤以為創造教學是指在課堂上多遊戲、多比賽、多弄些花巧的活動，他們不了解創忠所指的各種智力發展，甚至涉及多元智能理論。本文重點報告一個創意寫作系列設計的嘗試，針對初中寫作教學訓練。設計時要考慮到寫作時學生的心理狀態，寫作教學的目標，不同文體的訓練和各種智力的發展等因素。
The Education reform launched in Hong Kong in 2000 recommended highly the enhancement of students' learning skills. Nine generic skills were identified. Creativity is among one of these nine skills. It was found in surveys that many teachers did not fully understand the theory of creativity. They equated games, competitions and some flashy activities in class as "creativity". They failed to understand that creativity is related to cognitive development, and even to multiple-intelligence. This article reports the design of a writing series for junior secondary students. The design takes into consideration the psychological development of adolescents, writing objectives, the genres in writing and the development of different thinking skills.
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

香港由於經長期的殖民統治、特殊的政治經濟社會環境，形成與內地、臺灣截然不同的文化背景。所以，語文教學的傳統也和海峽兩岸有很大的分別，中學會考中國文學科（以下稱「本科」）獨立成科就是一例。過去三十多年，本科前後經歷三個不同的課程（三代課程），走過一段崎嶇的路，課程仍有很多需要改善的地方。但如果我們能在現有課程的基礎上，通過對本科課程發展從理論到實踐的研究，對本科文學教學的基本理念、課程目標、內容、實施和評估等進行研究，總結歷史和現實的經驗教訓，並借鑒中外文學理論和文學教學的經驗，可以對本科課程和未來高中中國文學的發展方向提出建議，並為在中學中國語文新課程中推行文學教學所遇到的理論和現實問題，找出解決的辦法。本文通過對本科三代課程的反思，而提出對未來第四代文學課程的展望。
Because of the long history of colonial rule, Hong Kong has a special political and socio-economic environment forming a cultural background which is very different from Taiwan and the Mainland. Therefore, the tradition of language teaching is also different from across the Taiwan Strait. The establishment of Chinese literature as an independent subject is a good example.
The syllabus of this subject has passed through three generations. Its development was full of obstacles, and the syllabus is still not ideal and needs improvement. However, if we base on the present syllabus and study the development from theory to practice, we are still able to make suggestions on the future development of the syllabus and Chinese literature education by investigating its basic idea, aim, subject content, implementation and assessment. This may also help to solve the problem of implementing literature education in the new Chinese language syllabus. This study involves rethinking of the third generation syllabus to suggest a future (fourth generation) syllabus.
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

In the 2005/2006 academic year, TWGHs Mr and Mrs Kwong Sik Kwan College received a Quality Education Fund (QEF) grant to research ways to develop the critical literacy skills of Hong Kong junior secondary students. The paper describes the programme, which was implemented across the Chinese and English key learning areas, using the Four Resources Model (Freebody and Luke, 1990) as a planning schema. The paper identifies the incidental benefits of developing the critical reader response skills in which students required in the new senior secondary English and Chinese curriculum.
東華三院鄺錫坤伉儷中學於二零零五/二零零六年度獲優質教育基金撥款，在校內推行「校本讀思維計劃」，旨在探討和發展有效的教學策略和資源，以助初中學生發展閱讀、寫作和批判性思維的能力。本文旨在報告這計劃之進度，並討論語文教師在面對課程改革時，應如何適應課程中的新元素，並指出學校需從初中開始培養學生批判思考能力，以迎接未來新高中課程的需求與改變。
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]