目前， 現有的針對香港非華語學生的中文教材存在數量有限， 質量參差不齊的問題。筆者認為造成這種現象的原因與在編寫和評估方面缺少理論指導相關。 因此， 為了達到系統且客觀的瞭解現有非華語中文教材的優缺點、 提升非華語學生中文教材的編寫水平,筆者參考了中文二語教材編寫和評估的理論、 原則及相關框架， 建構了適用於香港非華語學生中文教材編寫和評估的理論框架， 即《非華語學生中文教材編寫和評估框架》 。研究同時將框架應用於實踐中， 具體表現為： （1） 根據框架的指引， 評估現有的三套非華語中文教材， 並根據所得結果對框架的內容進行修訂； （2） 根據框架的指引， 編寫適用於課後補習性質中文輔導班的教材並邀請相關領域的前線教師、 專家和學者對教材內容進行評估， 依照評估所得的結果， 進一步修訂和優化框架內容， 從而構建最終版本的框架。研究結果顯示， 依照框架編寫的自編教材內容排布科學， 能夠得到前線教師、 專家及學者的認可。 本研究構建的框架能夠幫助前線教師、 專家及學者編寫和評估針對非華語學生的中文教材。 因為， 非華語學生長期居住在香港社區， 且主要來自於南亞國家，所以框架同時能夠為豐富地域化的教材評估標準做貢獻。All rights reserved.

Information and communication technologies have been rapidly developing and are currently adopted in many aspects of people’s contemporary lives. With the goals to enhance students’ interest and motivation in learning as well as their academic performance, the field of education has also been attempting to utilize various forms of modern technologies in and outside of classrooms. Among different forms of technology, interactive technologies, such as AR technology, have been one of the fastest growing and most popular forms, owing to the high level of interaction and the brand-new experiences that can be provided. AR technologies provide the feature of 3D visualization of virtual objects which is highly applicable to high school education in geology and geography.This study explores using an AR sandbox, an AR technology device designed to help create topography models with sand. In real-time, augmentation can be done to visualize contour lines, simulated water, and elevations to help create physical features within the device. Current studies that explore the use of AR sandbox have focused mainly on the practical applications of the device in terms of design, execution, and implementation, and the effectiveness of the device in enhancing students’ learning performance and outcomes has rarely been studied. To measure students' performance, a pre-test and post-test assessment analysis, a questionnaire survey, and a semi-structured group interview were conducted to collect the relevant data. A total of 126 students from 7 local secondary schools were recruited to participate in the study. Students were randomly allocated to classes in two formats and two geographical topics, including a traditional class and an AR sandbox class to compare the traditional and interactive technology approaches in teaching. The two geographical topics were map reading and farming. To further understand how the device may improve students’ performance in class, the potential determinants of

Maker education is regarded as a global initiative. Empowering STEM makers in schools becomes an important task for K-12 educators. Creativity, critical thinking, STEM identity, and STEM interest are all vital attributes of a good STEM maker. While researchers have proposed various pedagogical approaches to supporting the processes of STEM making, rare studies have been carried out to compare the effectiveness of these approaches. To fill the research gap, we have conducted a quasi-experimental study (with 63 secondary school students in Hong Kong) to explore the pedagogical effects of mentoring and authentic problem-solving strategies in supporting STEM making. Implications for the development of maker education and future work are also discussed in this paper. Copyright © 2021 Publication of Asia Pacific Society for Computers in Education.

本研究旨在探討語料庫在古代漢語教學中的多重作用，尤其聚焦於語料庫如何有助於教材編纂、改善教學方法及策略，以及增強學生自學能力三個方面。隨著現有的古代漢語教材在體例、選材和語法概念等方面存在顯著差異，本研究發現定量分析大規模語料的重要性。首先，語料庫提供大量數據，教材製作者或教師可以從中挑選具有代表性及教學價值的素材，確保教材涵蓋古代漢語中重要的語言現象。其次，教師亦可利用語料庫分析其語法結構或詞彙出現的頻率，在教學時輕易地識別須要掌握的重點，並利用語料庫創建互動式學習活動，擺脫以往較傳統的教學方式，增強學習趣味性。最後，語料庫賦予學生更大的自主學習空間，在課堂外學生亦可自行查詢語料庫，其中的搜尋工具和過濾功能允許學生根據自己的學習需求找到相應的語言材料，包括特定的詞彙使用、句式結構或者語法功能等，從而更深入地理解文本和語言運用的方法，並加強學習者在學習過程中的自學及自主研究能力。 Copyright © 2024 香港教育大學.

This study examined the processes that contributed to students’ aspirations for STEM careers and unpacked the relationships between students’ self-concept in science and mathematics learning, perceived parental expectations, perceptions of STEM professionals, career outcome expectations and STEM career aspirations. Structural equation modelling was used to analyse quantitative survey data of 2,477 primary and secondary school students studying in seven Asian regions (Hong Kong, Malaysia, Mainland China, Indonesia, Korea, Taiwan, and Singapore). The results demonstrated that students’ self-concept, perceptions of STEM professionals, and their career outcome expectations all significantly and positively predicted their aspirations for STEM careers. However, this study failed to establish a direct relationship or positive correlation between perceived parental expectations and STEM career aspirations. Students’ self-concept negatively predicted their career outcome expectations related to seeking parental approval. While no significant positive effects of perceived parental expectations on career aspirations were found, an indirect effect of perceived parental expectations on STEM career aspirations via career outcome expectations was observed. Moreover, career outcome expectations mediated the relationships between students’ STEM career aspirations and their perceptions of STEM professionals more strongly than self-concept. The implications of these results for STEM education are discussed. Copyright © 2024 National Institute of Education, Singapore.

Amid the imperative call for using digital artwork images and e-learning activities in planning and delivering the art curriculum heightened by rapid technological development and COVID-19, we propose a visual arts teacher–curator pedagogy and investigate its effectiveness in Hong Kong’s primary and secondary schools. The pedagogy is set out to empower visual arts teachers to assume the role of “digital museum curators” and to facilitate student learning using virtual exhibitions. Design-based research was the methodology adopted for the study. Six teachers and 331 students participated in the study in the 2021–2022 academic year. The study, which examined the effectiveness of the proposed pedagogy, revealed a substantial improvement in student learning, including (1) motivating students toward self-directed and active learning, (2) stimulating artmaking ideas and skills, and (3) enhancing students’ confidence through peer learning. Copyright © 2024 National Art Education Association.