背景： 香港課程發展議會2006年發布的《學前教育課程指引》提出採用「學習歷程檔案」，幫助記錄幼兒的學習與發展過程。有見及此，本研究遂致力探討幼師對它的認識和意見，從而提出優化推行幼兒學習檔案的建議。
目的：本研究先探討幼師認為為幼兒建立「幼兒學習檔案」的目的，然後探討他們對為幼兒建立「幼兒學習檔案」的意見。
調查對象：研究對像是香港幼稚園教師，研究樣本選取自2006-2007年度，修讀香港教育學院舉辦的幼稚園証書課程的學員。
調查方法：本研究採用定量研究和定性研究兩種調查方式。定量研究是採用問卷調查方法，共派發了一百四十份問卷，收回一百二十一份，回收率達百分之八十六。定性研究方法是採用與教師面談方式，訪問十位元教師，他們來自不同的學校，教齡在五年以上。
調查結果：幼師明白學習檔案的目的是作記錄和評估幼兒的學習，但是卻忽略了記錄幼兒學習情況背後的意義：幫助幼師瞭解和分析幼兒的需要，從而調適教學策略。幼師認為為幼兒建立學習檔案對家長，幼師和幼兒三方面都有裨益，但同時很多幼師認為要為幼兒建立學習檔案是很有壓力，例如他們缺乏時間記錄幼兒的學習，也要用大量時間來填寫評語，他們難在課堂中兼顧教學、觀察、記錄和評估幼兒學習的情況，他們對如何觀察和評估幼兒學習也欠信心。
總結：本研究發現大部分幼師都認同幼兒學習檔案的作用，但在幫助幼兒建立檔案的過程中卻遇到不少困難和壓力。要成功在幼稚園推行學習檔案，必須要加強幼師專業培訓、配合適當的教育政策、增加學校和家長對幼師的支援。本研究有其局限性，由於研究對象全是修讀幼稚園証書課程的學員，研究的發現因此不夠全面。
Background: According to Hong Kong Pre-education Guideline pressed in 2006, the use of children portfolios has been introduced in Hong Kong kindergartens. Thus, this study helps to explore Hong Kong teachers' understanding and comments on the use of children portfolios. It is suggested how to better use children portfolios at kindergartens.
Aims: Firstly, it is to explore teachers' understanding of the aims of using portfolios at kindergartens. Secondly, it is to find out teachers' comments on helping children to develop the portfolios.
Sample: The sample was chosen from the in-service kindergarten teachers who were enrolled in the teacher certificate course offered at Hong Kong Institute of Education during the academic year 2006-2007. They were qualified and experienced teachers.
Method: The study employed a combination of quantitative and qualitative methods, with data being collected through questionnaires and interviews. Questionnaires were sent to 140 in-service kindergarten teachers and 121 returned the questionnaires, the return rate is 86%. A total of ten teachers were interviewed, all are experienced teachers with at least five years of teaching.
Results: Most teachers have the basic understanding of the use of children portfolios

背景： 近年，香港推行教學和評估的改革，很多教師有機會參與不同的培訓課程，認識到語文教學和評估的新趨勢。他們對實踐評估理念提出很多意見。
目的：1. 探討教師對語文評估新趨勢理念的認識和實踐的情況 ；2. 探討教師在現行語文評估遇到的困難
調查對象：研究對像是香港小學中國語文科教師，選取2005-2006年度，修讀香港教育學院中文學系舉辦的小學語文科教師專業進修課程的學員為研究樣本。
調查方法：本研究採用定量研究和定質研究兩種調查方式。定量研究方法是採用問卷調查方式，派發了九十份問卷，收回八十份，回收率達百分之八十九。定質研究方法是採用與教師面談方式，訪問六位元教師，他們來自不同的學校，教齡在五年以上。
調查結果：調查發現大部分教師認同指引中提出的評估理念，但是對於如何落實新的評估理念仍存有疑問的。教師應用多元化評估方法遇到了不少的困難。同時教師卻深受考試「倒流效應」的影響，教師為了應付「全港基本能力評估」，常給學生操練式的練習和補課，影響教師的課堂教學，妨礙了教師實行多元化的評估。
總結：香港近幾年提出了新的語文評估理念，研究發現教師對實踐評估理念是有困難的。要確切落實新語文評估的理念，教師培訓人員、校長、教師和家長多方面的支持和配合是不可或缺的。
Background: In recent years, reforms on Chinese language assessment have been introduced in Hong Kong. Teachers have attended different seminars about the new trend of assessment in Hong Kong and they have opinions on it.
Aims: (1) To find out primary Chinese language teachers' perception and their implementation of the new assessment. (2)To explore the difficulties teachers encounter in the implementation of the new assessment.
Sample: The sample was chosen from the in-service primary Chinese language teachers who enrolled in the five weeks retraining course during the academic year 2005-2006. They were qualified and experienced teachers.
Method: Both quantitative and qualitative methods are used in this study. Questionnaires were sent to 90 in-service primary Chinese language teachers and 80 returned the questionnaires, the return rate is 89%. Then, a total of six teachers were interviewed, all are experienced teachers with at least five years of teaching.
Results: Finding indicates that many teachers agree with the rationale of the new assessment, however, they do not actually know how to implement it in their classrooms. They encounter difficulties in implementation. The 'backwash effect' has great impact on their teaching.
Conclusion: Finding indicates that many teachers encounter problems in the implementation of the rationale of new assessment. However, it is suggested that

本研究以問卷形式訪問了81 位幼稚園教師，發現寫字是香港幼稚園教學的重要一環，幼兒早於幼兒班便開始寫字。幼兒寫字量雖大，卻未能透過寫字教學改善執筆方法和提高學習興趣。由於幼稚園多依據校長、教師及家長的意見擬訂寫字教學目標，他們多著重訓練學生的寫字能力，卻忽略幼兒的身心發展。
This paper investigates how kindergartens teach Chinese handwriting in Hong Kong among 81 kindergarten teachers. The results indicate that Chinese handwriting is one of the emphases in kindergarten teaching. Kindergarten students start to drill handwriting as early as they are in K1. Though they write a lot of Chinese characters every day, they cannot improve their handwriting nor enjoy the process of writing. It is also found that the teaching of Chinese handwriting at kindergartens is greatly influenced by the attitudes of kindergarten principals, teachers and the parents. However, they concern too much about the development of writing abilities among children rather than their physical and mental development.
[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/]

學習語文必須由基礎開始，循序漸進，因此，幼稚園的語文學習絕不容輕視。本研究從幼稚園教育工作者的角度出發，探究（一）香港幼兒文學作品的特點；及（二）幼兒文學在幼稚園教學中發揮的作用、困難及解決方法。本研究共發出180 份問卷予幼稚園教育工作者，並深入訪問了14 位幼稚園教育工作者。研究發現幼稚園教育工作者認為幼兒文學作品最重文字淺白、圖畫顏色悅目及人物造型生動，現時香港的幼兒文學作品雖能符合被訪者的期望，但其對幼稚園教學的作用則受到家長的重視程度、學生的閱讀興趣、良好作品的數量、教師的觀念和學校經費所限制。
Without concrete language foundation, children will find it difficult to use language as tools for learning when they grow up. Mastering of language abilities should therefore start progressively from elementary education. Language learning in kindergarten should not be neglected. The present study, from kindergarten educators' perspective, focuses on (1) characteristics of children literature in Hong Kong; (2) their functions and application in kindergartens. 180 questionnaires were distributed among kindergarten educators and 14 kindergarten educators were interviewed in details. It is found that simple words, colourful pictures and attractive figures were 3 important characteristics of children literature. Children literature in Hong Kong can meet kindergarten educators' expectation but its educational functions and application are limited by parents' attitude, children's reading interest, teachers' concept, insufficient children literature of good qualities and insufficient budget of schools.
[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/]

本文是筆者與一位小學教師在中文科單元教學引進學習檔案評估的經驗分享。希望藉此經驗，使教師在應用學習檔案評估方面，得到一些啟示。學習檔案確能激發學生主動學習的潛能，幫助教師全面評估學生，這是傳統評估模式不能做到的。同時教師能在學生顯証中反思自己的教學的成效，改善教學，但是教師在實施的過程中遇上不少困難，例如在緊迫的課堂教學中要抽時間進行學習檔案的課堂活動和檢視學生的學習檔案。
This is the sharing experience of primary Chinese language teacher, asking students to develop the portfolios related to the thematic approach in Chinese language lessons. It is hoped that this experience can help teachers to have more ideas in the use of portfolios in their classrooms. This experience indicates that the use of portfolio can motivate students to learn. Teachers can evaluate students' learning in a more holistic way and they can also make use of the students' portfolios to reflect and improve their teaching. However, they encountered difficulties such as the inadequate time for helping students to develop the portfolios.
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

作者評估現時香港幼稚園常用的兒童文學作品的內容、表達形式和技巧。作者首先請10位資深幼稚園工作者提供兒童文學作品的名稱，然後找出獲提名最多的100本，經問卷調查後，選出其中的20本，最後用「內容分析法」分析這些作品。作者發現這些作品都是香港出版的；它們在內容方面主要為生活故事和動物故事；在德性教育方面，多重個人素質而較忽略人際關係；在知識教育方面則較久缺；作品所用詞語每有深詞，句子則複句多於單句，而且不乏病句，不利於語文發展，幸而沒有甚麼錯別字。（鄭佩芳整理）