2006年，香港小學實施了中文科新課程，教科書加入大量兒童文學作為教材。面對新課程與新教材，教師應具備怎樣的知識才能有效地實踐教學？本文以三位中文科教師個案為例，探討他們在實踐新課程的教師知識，並透視小學中文教師在課程改革中所需的專業知識和發展，最後分析其中的影響要素，以作語文改革的參考。

在教育改革中，社會各界普遍支持「三三四」學制改革的模式。「三三四」學制改革，是由原本的三年初中、兩年高中、兩年預科改為三年初中、三年高中，以及大學三年制改為四年制。新學制旨在為所有學生提供更多教育機會，以一次公開試取代原有的中學會考及高級程度會，減輕精英制之考試壓力，普及高中教育。 學制改革能打破香港目前學制之結構性自我孤立，廣泛與中國大陸、美國及其他亞太地區學制接軌，提高香港的大學在國際上的競爭力，紓緩近數年的教育資源削減之緊張局面，改善大學萎縮之情況。另外，學制改革減輕高風險考試的壓力和繁重課程的壓迫，提供更多空間以實踐優質教育，挽回家長大眾對香港教育的信心。新學制擴展二年高中為三年，可有系統地減低雙失青年之情況，讓年輕人在知識型社會的年代，有機會接受更多的教育，甚至可以選擇升讀國內大專 (鄭燕祥，2004.11.27)。但此制度也可能出現很多問題，需要深入探討，推行前須仔細規劃，準備充足，並留意各方之配套。本文將介紹「三三四」制度下中學可能出現之問題，而解決問題之建議包括 (一) 確立和深化中學班主任之輔導角色，(二) 提供小班教學之環境和 (三) 加強班主任在學習、心理、職業輔導方面之培訓。

香港政府近年大力推動教育改革，目的在培養更具能力、更全面發展的人才，使在瞬息萬變的社會增強個人競爭力，維持整體社會經濟發展和進步。而人才以生命為本，如何使每個人都有充實的生活，便正是生命教育的目的。本文嘗試從介紹生命教育的歷史和特質入手，探討生命教育與教育改革的配合。 生命教育的特質是以人為本的價值活動，能帶領學生以不同角度思考人生，它以全人教育為宗旨，內容豐富、涵蓋面廣闊，對因社會急速發展、政治制度改變和社會失範而導致的種種青少年問題如：自殺、濫藥、欺凌、違規逾軌及自尊感低落等具有撥亂反正和正本清源的作用。 生命教育的目的在協助學生認識生命、肯定生命、愛惜尊重生命、進而掌握生命，並與孕育生命的自然環境和諧共存，尋求人類與宇宙的脈絡關係，使達到全人發展。 本文建議前綫老師嘗試以生命教育為核心，組織不同範疇 (環境、智、德、群、體、美、靈和情) 的教育活動，並勾劃實踐的具體架構，供教育工作者討論。

近年本港實行多項教育及課程改革，促進學生的全人發展及學習。為了配合改革及學生成長的需要，學校亦需要為學生提供有系統及較全面的輔導服務，這促使本港小學推行「全方位學生輔導服務」(教育署學生輔導組，2002)。而這方面的發展，與國際趨勢吻合，即多著重系統性、發展性及全校師生參與之輔導理念 (Sciarra，2004)。「全方位學生輔導服務」體系涵蓋四個範疇，包括「政策及組織」、「支援服務」、「個人成長教育」及「輔助服務」，本研究選取了「政策及組織」範疇中之建構學校關顧文化，探究其優良範例及其背後之促成因素。本文之目的，是探究在全方位學生輔導服務下，香港小學的教職員如何建構學校之關顧文化。 本研究是一個質性研究，研究員先分別與三個聚焦小組及四所個案學校的輔導老師進行深入之訪談，了解小學的教職員如何建構學校之關顧文之化。從所得之訪問資料，抽取與建構學校關顧文化相關之優良範例並作出比較和分析，利用開放和軸式編碼 (open and axial coding) (Strauss & Corbin，1990) 找出各優良範例的分題 (類別) 和主題 (促成因素)，作者最後鑑定了三個促成因素，有助學校關顧文化之建立，此包括校長之帶動和示範，教職員團隊之策動和鞏固，及全校教職員和師生之參與。

大中華地區﹝包括中國香港、澳門、台灣及內地的上海和南京等地﹞都有開展小班化教學的政策或經驗。要分析大中華地區教育改革中開展小班化教學的意義，我們需要了解大中華地區所處的教育改革脈絡、小班化教學的發展階段以及小班化教學所呈現的形式。至於具體如何開展小班化教學，我們要進一步分析政府、學校和課堂等不同層面的狀況，包括政府和學校推行和開展小班化教學的策略，在資源、專業發展以及課程和教學發展上的具體運作。至於意義方面，我們要探討小班化教學所蘊含的教育意涵和所產生的效果。

In recent years, the Government of the Hong Kong SAR has allocated considerably more attention and resources to pre-primary education. This chapter considers how these changes at the policy and pedagogy levels are shaping the learning experiences of young children in Hong Kong. It will focus on the impact of the following four broad policy changes initiated in the last decade: the implementation of the Guide to the Pre-primary curriculum; the adoption of the biliterate and trilingual language policy; the enactment of a new quality assurance process; and the introduction of the Pre-primary Education Voucher Scheme (PEVS). It was assumed that the implementation of these policies would enhance the preschool and home learning experiences of young children. However, after one decade of implementation of these measures, studies have shown that: (1) preschool teachers still encounter difficulties in implementing child-centred teaching approaches and are likely to continue to adopt teacher-directed instruction or product-oriented pedagogy; (2) there are problems associated with the implementation of the trilingual language policy; (3) there are still wide variations in preschool quality despite the new quality assurance processes; and (4) the PEVS has resulted in some middle-families using the extra disposable income to enrol their children in additional academic classes rather than more play-based extra-curricular activities. Against the background of these research findings, this chapter argues that the changing role of the State, teacher characteristics and traditional Chinese beliefs should be adequately considered for an understanding of the early learning experiences of young Chinese learners in Hong Kong. Preschool education in Hong Kong has not necessarily become more child-centred as teachers have difficulties implementing developmentally appropriate teaching. On the other hand, the government has allocated more resources in enhancing the quality of early childhood

Most official literature would trace the lineage of China’s contemporary era of reforms to the Third Plenum of the 13th Central Committee of the Chinese Communist Party (CCP) held in December 1978, which marked the final ascendency of Deng Xiaoping and his policy of ‘opening up and reform’ which reversed the Maoist path of communism. Within three decades, China has been transformed from a centrally planned economy to a thriving market economy under the so-called ‘socialism with Chinese characteristics’. Private enterprises thrive alongside state-owned enterprises which now account for only some 30% of the nation’s industrial product. The central state was restructured through devolution and decentralization. New administrative systems in personnel, financial and assets management were installed. In a gist, the past thirty years of reforms - though implemented in a gradualist manner described by Deng as “crossing the river by touching the stones”, with tensions between reformist and conservative forces, periodic ups and downs, and setbacks and reversals, have nonetheless managed to break up the previous omnipresent party-state built upon the state’s extraction and monopoly of all resources (manpower, finance, properties and natural resources), operated through a party-controlled centralized cadre system, and state-owned production units and enterprises run by central ‘industrial’ ministries. At the gateway to mainland China stands Hong Kong, a British-ruled enclave until 1 July 1997 when this international city was reunified with the motherland. Unlike the mainland, Hong Kong has always enjoyed a British, and hence Western, style of administration. During colonial rule, Hong Kong had a long tradition of pursuing administrative and management reforms as a substitute for more fundamental constitutional reforms, in order to cope with the government’s legitimacy deficit and to be more responsive to public demands. The 1990s marked the heydays of public sector reform, when