本文是一篇教學經驗分享的篇章，以作者任教的學校為例，分享參加教育局推行「普教中」計劃後的成效內容首先談計劃本身的目標要非常明確，因為明確才能邀請駐校專家協助完成目標；其次談成功的關鍵不是隨意改變科組本來己有的穩健課程或教學法，計劃只是在原有的建設上錦上添花，並要根據科組實際情況，循序漸進逐步推展；然後談在駐校專家離開後，如何銜接語文支援組到校的協助；最後分享實踐「普教中 」一年多來，科組老師的整體發展和寄語同行繼續努力。
The author, taking his school as an example, shares the effectiveness of using Putonghua to teach Chinese Language Subjects under the EDB Support Scheme. Joining the Scheme, the school has set clear targets and gained ample support from educational experts which contribute to the achievement of the programme. On a school-based approach, teaching content and strategies are tailor-made according to the needs of the school. After one year of supervision, the author and her colleagues were able to further develop the scheme on their own, utilizing the assistance from the language support unit of EDB in the following year. Apart from students’ learning, the scheme benefi ts the school in the sense that collaboration among different subjects greatly increase and teaching becomes more effective. Participation in the scheme, is therefore a valuable experience for them.
[Copyright of Journal of Youth Studies is the property of The Hong Kong Federation of Youth Groups at http://yrc.hkfyg.org.hk/]

經典學習為中國古代教育的一環，自上世紀初科舉和讀經相繼遭廢除以後，經典學習的地位備受挑戰。關於兒童應否讀經的討論從沒問斷，爭議焦點似乎在於讀經會產生愚昧還是帶來敵迪。雖然讀經公案未有定識，可是讀經活動在中國內地和臺灣地區相當盛行，倡導者認為讀經有助語文能力和道德素養的提升。本文首先論述讀經的爭議，並從道德教育和文化承傳層面，探討香港推廣兒童經典學習的意義，並且提供建議，以求促進經典學習的成效。
Classics-learning is an integral part of ancient Chinese education. At the beginning of the last century, imperial examination and classics-reciting were sequentially abolished. The status of classics-learning was thus being challenged. Whether or not children should recite classics is so far still a matter of debate. The crux of debate seems to be whether classic-reciting will produce ignorance or bring enlightenment instead. In spite of controversy, classics-reciting activities in mainland China and Taiwan are still prevalent, and the advocates believe that these activities are especially conducive to the enhancement of language competency and moral qualities. This paper reviews and evaluates the arguments of classics-reciting, and explores the meaning of promotion of children’s classics-learning in Hong Kong from the perpectives of moral education and cultural inheritance with recommendations to enhance the effectiveness of classics-learning.
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

近年香港學生的中文水平常受人批評，本文提出一些常見的中國語文問題，學角度剖析問題所在，提出一些討論題項讓讀者思考。藉此澄清相關觀念，教學發展的方向。輔以例子說明；並從社會心理希望有助釐清及訂定未來中文。
In recent years, there have been frequent criticisms about the standard of Hong Kong students’ Chinese language. This paper attempts to highlight some common problems about Chinese language performance in Hong Kong with illustrative examples. The problems were analyzed from the socio-psychological perspectives and inquiries were raised for readers to think and clarify related concepts. It is hoped that the adopted approach in this paper helps set the future direction of Chinese language teaching and its development.
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

本文是作者與一位小學教師為學生設計角色扮演的經驗分享。教師在小學中國語文課堂中設計角色扮演活動，加入教育戲劇元素「定格」和「思路追蹤」確能增加學生參與的機會。學生又能設身處地，以多角度思考問題，發展他們的批判能力；同時他們能愉快和投入地學習。個案試行效果不錯，但其設計仍有可進一步優化之處。
This is an experience sharing of the design of a role-play in the Chinese language classroom by the author and a primary Chinese language teacher, using the elements of the drama: Still Image and Thought Tracking. Findings indicate that students have more chances to participate in activities, think in different perspectives of the questions and this helps them to develop their critical thinking. They learn happily and devotedly. The result is quite encouraging. However, there is still room for improvement on the design of the activities.
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

探討中國語文在香港的現況，並討論中文教學的目的和提高中學生中文水準的方法。