香港的中學中史教科書具有內容全面、體系完整、敘事客觀、持論平實、製作精美等諸多優點，但也有一些值得完善、改進和提高的地方，如筆者以為的內容方面略顯陳舊，對中外史學界新的研究成果吸收不夠等等。 本文以一個在香港中學中史教科書廣泛流行然而卻不盡準確的關於元代歷史的說法為對象，進行多方評析，期以說明本港的中學中史教科書實有吸收新的史學研究成果的必要。
Hong Kong's secondary school textbooks on Chinese history have many commendable merits, such as balanced structure, objective narration, well-grounded argument and exquisite design. There are, however, a few areas where improvements are needed, and one of them is the slowness in absorbing fresh historical research findings. Many outdated concepts or sayings which have been convincingly proven false by history researchers are still prevalent. This article addresses this problem by focusing on analyzing a popular yet inaccurate saying on the history of Yuan dynasty and argues that the contents of Hong Kong's secondary school textbooks on Chinese history need updating.
[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/]

In the process of Hong Kong's political transition to the Special Administrative Region of the People's Republic of China, various political forces have been generating impact on the curriculum changes. This paper aims to use the secondary History subject as a case study to demonstrate the implications and complications of curriculum changes in addition to analysing how politics and curriculum interact in the dialectical web of localism, nationalism and globalism. It is expected that it will shed light on the role played by History curriculum in helping pupils to develop local identity in national context while cultivating a sense of global citizenship.
在香港的政治過渡為中華人民共和國特別行政區的過程中，不同政治力量一直對課程的轉變產生影響。本文以中學歷史科為個案，展示課程轉變的含義與複雜性，並分析政治與課程如何在一個地方主義、國家主義和全球主義的辯証關係網絡中產生互相作用。作者期望本文能闡釋歷史課程如何能幫助學生在國家體系中發展本地身份認同而又同時培養世界公民的意識。
[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/]

透過聚焦訪談，研究發現政治社教化為個人在不同領域中與社教化仲介互動、協商，以建構自己的政治現實的過程。研究中的社會及政治活躍學生對公民身份的理解是多元的，從較保守的「克守本份」的公民理念到較激進的參與遊行及抗議不合理法律的公民實踐等。研究並發現，促成活躍民主公民身份形成的三個重要政治社教化因素包括：議題為本教學法、體驗式學習和有信譽的老師。以上的發現，對師資培訓具重要的影響。
Evidence obtained from focus group interviews supports a conception of political socialization as an active process where individuals interact and negotiate with socialization agents in different contexts to construct their political realities. The citizenship understandings of socially or politically active students in this study were basically eclectic, including conservative views about doing the best in their diverse roles as well as more radical orientations, such as participating in demonstrations and protests in opposition to unreasonable laws. Issues based teaching, experiential learning, and teachers with credibility have been identified as significant political socializing factors for active democratic citizenship. Such a finding has significant implications for teacher education.
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

1997 年7 月1 日是香港回歸祖國懷抱的劃時代日子。回歸後香港行政㈵區在「一國兩制」與「高度自治」原則下繼續發展。後殖民地 (Post-colonialism) 教育將是香港教育的另一特色。誇大和忽視殖民地主義對香港的控制和幕後誘導作用，對真正認識香港實情絕無好處。而回歸前香港政府向來對公民教育是「明褒暗貶，明揚暗抑」的，故研究和展望廿一世紀香港㈵別行政區公民教育，是㈲現實需要和時代意義的。
殖民地主義以異族控制香港地域資源及戰略要塞，當然不欲被統治者民族主義高漲，故嚴禁㈻校談政治更明文規定，「重英輕中」及「暗抑中史」實是英人統治百年方針。不過，自從1967 年香港暴動以後，英人重視「懷柔政策」，於課程上不著痕跡地幕後操控，少有公然「鎮壓」，淡化年輕一代中國青年的民族意識，在一定程度上頗為成功，故回歸後在公民教育方面，須下一番不偏不倚的「撥亂返正」工夫。
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

The implementation of the New Senior Secondary system from 2009 onwards has brought along changes in content and new demands in all subjects. This paper examines the nature of the new curriculum for Geography and the challenges which teachers and students have to face. These challenges are discussed as possibilities for broadening students' horizons and improving the quality of learning outcomes. The conclusion is that both teachers and students should make appropriate changes to their teaching and learning processes as the Education Bureau and Examinations and Assessment Authority should fine-tune their decisions from time to time to improve the curriculum and assessment process.
2009年開始推行的新高中學制已為所有科目的內容和要求帶來變化。本文審視地理科新課程的性質及教師和學生須要面對的挑戰。在作出討論時，這些挑戰被視為擴闊學習範圍及改善學習成果質素的機會。結論是教師和學生都應就著教授和學習過程作出適當改變。同時，教育局及考評局也應就著課程和評核過程持續作出改善。
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

進念二十面體 (Zuni Icosahedron) 是一個民間藝術組織。這個多元化的藝術組織於一九九五年六月至八月間，舉辦了一個社區學校藝術教育活動，名為「黑箱作業」(Blackbox Exercise)。這是一個由前市政局資助的藝術教育活動，由一群年青義工及一位全職的統籌者推行，並邀請了幾位在錄象、漫畫、裝置，攝影、文學等藝術範疇有創見的藝術家參加。
近年，香港的藝術教育漸漸走向學科為基礎的發展方向。如大部分的學科一樣，藝術的確是可以系統性地學習的學科，但亦如某些其他學科一樣，可以幫助學生發展情感教育、建立價值及確立社會意識等，而因此，教師應該理解本科的特性及同時細心衡量教育的意義及目標，才能達成全面教育學生的目的。社區學校藝術教育，是否在這方面帶來新的啟示?
本文先審視進念「黑箱作業」這個社區與學校合作的藝術教育個案，再帶出一些有關的教育概念。「黑箱作業」這項活動，為藝術教育提供了不同的教學資源及方法，並根據較進步的教育觀點，推行時能照顧到學生在認知方面、在發展個人方面及在發展社會意識方面各個層面，並且，它可以擺脫了學校課程的限制，亦即是擴闊了藝術教育課程，讓學生達成有效的學習。它所帶出的有關教育概念，包括有:發展學生的學習性向，教育目標的轉型及擴闊課程等，都有助學生發展學習動機，專心學習，以致促成良好的學習效果。但這裏涉及的教育概念，從未有機會在本港實行，卻在「黑箱作業」中論證了。
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

回歸前後的香港，在政治上經歷了很多變化。這些政治上的變化不期然地也影響了香港的公民教育的發展。本文嘗試比較回歸前後香港公民教育的發展及其政治變遷的相互關係，尤其側重介紹回歸以後香港公民教育的狀況，包括課程發展、學校實施公民教育的情況、香港學生的公民觀、香港人對公民身份認同的變化，並以社會資本角度的反思作結。本文得出的結論是香港市民對香港是有歸屬感的，但不太有安全感；他們會參與社會的網路組織，有一定的社會參與，但限於傳統性的公民活動（例如選舉）和社會性的活動，較少參與政治性的公民活動；同時，他們也存在一種公民無力感，尤其是政治無力感。
Hong Kong has experienced substantial changes in its political circumstances before and after the handover. These political changes have had much impact on the development of civic education. This paper attempts to compare the development of civic education in Hong Kong before and after the handover, with a particular focus on the impact of changing political circumstances. Another focus of the paper is on the situations of civic education since its handover. This includes a review of the development of the civic education curricula, the implementation of civic education in school, student's concepts of citizenship, changes of civic identity among Hong Kong people, and the paper is concluded with a review from social capital perspectives. The paper concludes with an observation that Hong Kong people have a sense of belonging, but not much sense of security. They participate in social networks, but focus on conventional citizenship activities (such as voting) and socially oriented activities, rather than politically oriented activities. Socially, they feel they make some contributions to the society, but politically they also feel powerless.
[Copyright of Journal of Youth Studies is the property of The Hong Kong Federation of Youth Groups at http://yrc.hkfyg.org.hk/]