In 2009-11, the researchers were engaged in the Basic Law Education (BLE) Project financed by the Quality Education Fund of the HKSAR Government. The project aimed at providing Liberal Studies teachers curricular and pedagogical support in the teaching of the Hong Kong Basic Law, human rights and law-related concepts. As part of the project, the human rights friendly ethos of the participating schools was studied. The research methodology comprised both a questionnaire survey, using the Indicators and Evaluative Checklist for Human Rights Friendly Environment in Schools, and in-depth focus group interviews with groups of students and teachers who had participated in the survey. Human rights education is an important part of civic education in the 21st century and it can best be supported by a human rights friendly school ethos. This paper makes use of the research findings from the study and explores, with the help of a case study, why and how a school can promote a human right friendly school ethos and the complications that may arise. The paper can be of reference value to researchers and civic educators who are interested in human right education. It can also be of help to school leaders and teachers who are trying to develop a human right respecting school environment which is now universally required.
[Copyright © World Education, Science, Research and Counseling Center].

Liberal Studies will be a core subject in the new senior secondary curriculum to be implemented in 2009 in Hong Kong. The subject is very new to many pre-service and serving teachers who will be taking up teaching in this subject specialty. The present study is intended to be an exploratory one, with the aim of learning about how pre-service teachers majoring in Liberal Studies in a Postgraduate Diploma in Education programme offered by a local university make decisions when planning for lessons in the subject. The findings show that three factors played a key role in these teachers’ instructional decision making – disciplinary backgrounds, curriculum considerations, and considerations of how to represent knowledge for students. The findings will contribute to an understanding of the professional learning needs of Liberal Studies teachers.

2009年，香港開始新高中課程改革，一個新的必修科目通識教育科是其中一個重要的改革舉措。本文通過一項質性的研究，從人力成本的角度分析通識教育科從2006年開始推出到2009年正式實施時教師的準備與實施情況。研究發現通識教育的變革是一個包括大量任務成本、社會成本和心理成本的變革，教師實施起來十分困難，需要大量時間與努力；同時變革也改變了原來的教師結構，產生兼教的心態；教師們缺乏自信，產生專業身份的危機。不論通識教育改革能否實現其宏大的教育目標，這一變革需要人力成本的大量投入，對教師和學校來說，都是一個很大的挑戰，也很可能影響改革的可持續性。
[Copyright © 2013 中華民國課程與教學學會.]

本文以香港四位通識教育科實習教師為個案，探究教師在實施議題為本方法時面臨的挑戰與困難。結果發現，教師要面對以下四種張力：學習的寬度與深度；在限定時間內完成教學工作量與實施議題探究的教學策略；如何令所有學生投入學習；考試導向與學生學習導向等。這四種張力對每位實習教師的影響均不同，這與教師個人的專業背景、教學信念不無關係。文章最後就以上發現作深入討論，並提出改進建議。
[Copyright © Hong Kong Educational Research Association 2013.]

從分析大學本科教育的三項基本功能出發，對專業教育與通識教育的角色做出區分，並提出不同機構在為通識教育課程定位時，需量體裁衣。繼而以香港教育學院為例，分析其通識教育定位:學生除了認識三個基本知識領域的知識、思維方式及價值之外，還應著重在道德判斷、審美情懷、理解本土社會制度、關心國家以至全球等方面進行學習。
[Copyright © 2009 當代教育與文化雜誌社.]