背景：香港進入了兩文（中、英文）三語（英語、粵語、普通話）的新紀元。藉訓練普通話口語的同時亦教導思維技巧，是一項創新課程的設計及具挑戰的教學安排。
調查對象：研究對像是普通話興趣班的學生，分別來自小學及初中，依年齡分為6-10 和11-14 歲。
調查方法：採用質量調查方法，透過導師的觀察和收集學生的導圖作品進行評估。
調查結果：研究結果發現心腦導圖對學生學習興趣和說話內容的組織程度有幫助。
總結：本文報導的普通話科使用心腦導圖的行動研究，在學生來說除了是一種新的體驗外，對教師的教學素質也是一種提昇。
Background: Hong Kong has entered a new era with the usage of two written languages (Chinese and English) and three spoken languages (English, Cantonese, and Putonghua). To teach Putonghua and thinking skills at the same time is a creative and challenging lesson arrangement.
Aims: This paper reported the findings of an action research involving the introduction of mind map not only as tool to help the students organizing their thinking and learning but also to further enhance the quality of the spoken Putonghua.
Sample: The participants of the research were primary and junior school students aged between 6 and 10 as well as 11 and 14 respectively. They were all interested in learning Putonghua.
Method: Qualitative method was used to gather data for the study and involved teacher observations and the evaluation of the mind maps drawn up by the students.
Results: It was found that the mind maps had been helpful in student motivation and organization of the contents of the spoken Putonghua.
Conclusion: The action research reported in this study had provided very insightful experiences for the students on one hand and had raised the quality of teaching Putonghua on the other.
[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/]

背景：我校向以「全人教育」為宗旨，希望培育學生成長和為他們未來的事業作好準備。為貫徹此宗旨及配合教育改革的推行，除了一貫的課堂教育外，我校亦認同經驗教育的重要性。因此，我校以「走出普通課堂的多元化活動學習體驗周」為口號，舉行「活動周體驗計畫」，邀請全體同學根據自己的興趣及能力參加不同的活動。
目的：此文章將討論舉行此類全校性活動應注意的事項，及老師如何與學生一起學習。
調查對象：由於只有我校舉行此「活動周體驗計畫」，所有資料由德信中學提供。
調查方法：此文章是透過個人經驗、專業討論及有關的政府刊物的資料，集合而成的。
調查結果：此文章提供了一系列的指引，讓有志舉辦同類型全校性活動的老師及學校，可以作一個參考。在舉辦類似活動時，應以學校辦學使命為原則，以學生得益及安全為大前提，在得到學校各持分者支持，才大力推動；否則，祇會勞民傷財。
總結：「活動周體驗計畫」是我校「全人教育」內的一個有計畫的主要活動，全體同學會按照自己的興趣及能力參加不同的活動。因此，一個詳盡的計畫便是帶領其成功的一項重要因素。此文章正提供了一系列的指引讓老師，製作其活動，「為孩子創造出更好更闊的學習空間」。
Background: Whole person education for our students is the mission of our school. We help them to develop their personal characters and to prepare for their own career paths. To fulfill the above challenging mission and the recent educational reform, apart form the normal classroom teaching, the School recognizes the importance and value of experiential or activity based education. Hence, we introduced the Activity Week Experience (AWE) Programme to provide our students a week of diversified learning experiences out of the ordinary classroom! All students are invited to join different organized programmes based on our own interest and abilities.
Aims: This paper is going to discuss the main concerns on organizing such a school-wide experiential learning activity and how our teachers also learn together with our students.
Sample: The programme has only been conducted in our school. Tak Sun Secondary School is the only information source.
Method: Personal experience, professional discussion and reference to the relevant Government documents were used in drafting the paper.
Results: A series of guidelines were suggested as reminders for the teachers and the school if they would like to produce similar school-wide activities. To start a similar school-wide activity, the school should put the school mission and the safety of the students as the first priority. Then, with the strong support from different school stakeholders,

背景：香港政府自2000 年開始施實教師「語文能力要求」以及相應的「教師語文能力評估」。在這項政策之下，全港中小學的常額英文和普通話科教師必須在特定時限之前達到相關語文能力要求，否則將不獲准繼續任教英文或普通話科。政府的是項舉措在本港教育界引發了廣泛的爭論。
目的：本研究目的在於調查政府該項措施實施兩年之後，受影響的中學普通話科教師對政府此項舉措的一般意見和態度。
調查對象：本研究的調查對象為香港中學普通話科科主任教師。
調查方法：本研究採用直接問卷的方式進行。以郵寄方法向香港400 間中學的普通話科科主任進行問卷調查，成功收回問卷177 份。
調查結果：結果顯示，普通話科教師一般認為，政府的這項政策對於語文教師的專業發展有其必要；但是，由於政府強力推行是項政策，加重了教師的工作負擔，所以不受教師們的歡迎。
總結：如果想令到政府的這項政策得到語文教師的歡迎，政府必須有相應的措施有效地減輕受影響教師的工作壓力，因為是項政策的實施實際上加重了教師業已十分繁重工作量。
Background: Since 2000 Hong Kong government has pursued a new policy of Language Proficiency Requirement (LPR) and conducted Language Proficiency Assessment for Teachers (LPAT). under witch all English/Putonghua teachers holding a permanent post in a public-sector schools or a local private primary/secondary day schools offering the full curriculum will not be allowed to teach English or Putonghua if he or she had not met the required language proficiency level by specific deadlines. This policy triggered off a heated debate from all sides of education circles in Hong Kong.
Aims: This study aims to collect the general opinions and attitudes of Putonghua teachers towards this new government’s policy two year after the policy had been put into practice.
Sample: Questionnaires were sent to 400 secondary schools and total of 177 questionnaires filled in by secondary school Putonghua subject chair teachers were collected.
Method: Questionnaire survey was conducted and the written responses received from the respondents were tabulated.
Results: This study found that the secondary school Putonghua teachers generally disliked the new policy of LPR which had been strongly carried out by the government, although the new policy was accepted as a necessary step for Putonghua teachers' professional development.
Conclusion: To make the new policy favorably received by language teachers, the government needs to do something substantially to lessen the burden of affected teachers, because