香港在2000年的教改中，強調學生學習能力的全面提升，提出重點培養學生的九種共通能力，其中一種是創造力。很多教師誤以為創造教學是指在課堂上多遊戲、多比賽、多弄些花巧的活動，他們不了解創忠所指的各種智力發展，甚至涉及多元智能理論。本文重點報告一個創意寫作系列設計的嘗試，針對初中寫作教學訓練。設計時要考慮到寫作時學生的心理狀態，寫作教學的目標，不同文體的訓練和各種智力的發展等因素。
The Education reform launched in Hong Kong in 2000 recommended highly the enhancement of students' learning skills. Nine generic skills were identified. Creativity is among one of these nine skills. It was found in surveys that many teachers did not fully understand the theory of creativity. They equated games, competitions and some flashy activities in class as "creativity". They failed to understand that creativity is related to cognitive development, and even to multiple-intelligence. This article reports the design of a writing series for junior secondary students. The design takes into consideration the psychological development of adolescents, writing objectives, the genres in writing and the development of different thinking skills.
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

教育統籌局於2005年決定於2009年9月推行新高中學制，規定通識教育科將會成為新高中課程的核心科目，估計當新高中通識教育科全面推行時，約有三千名高中教師要轉型任教或兼教新高中通識教育科。為了了解現職中學對實踐通識教育科的看法，香港教師中心教育研究小組於05年11月展開「通識教育科的實踐與挑戰」問卷調查，一共收到207所中學1033位教師的回應；隨後研究小組成員並到4所中學與負責教師作深入訪談。此文將引用這個研究量性和質性資料，來探討在進行通識教育科時，教師在教學內容、教學法、學科評估和學校行政等四方面的挑戰。
The 334 Report (EMB, 2005) stipulated that Liberal Studies will be a core subject and assessed like other subjects in the three-year senior secondary curriculum. There will be around 3000 teachers need to change as subject teacher of Liberal Studies in 2009. In order to understand the opinion of secondary school teacher on the implementation of Liberal Studies, the Research Team of Hong Kong Teachers' Centre delivered a survey on this issue in November 2005. Base on the qualitative and quantitative data, this paper aims to discuss the challenge on the implementation of Liberal Studies in the following aspect teaching content, teaching method, assessment and school administration.
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

背景：香港近年大力推行的教育改革，銳意發展學生的創造思維能力，但要培養有創意能力的學生，我們極需一批充滿創意的教師。但是過去的研究指出很多教師都不懂得如何發展學生的創意。
目的：本研究以發展教師創意教學和學生的創意能力為主要目標。整個學習過程的構想，以托蘭斯的孕育模式為理論主線，教學過程經過了預期、深化和延伸三個階段，層層遞進，期望能幫助教師達到最有效的教學效果。
研究對象：對象包括四所學校的小四、小五、小六、中一、中二和中三的教師和學生。
研究方法：以教學實踐和分析為主，所有教學設計都由有關級別教師試教。整個研究分兩年四期進行，研究人員主要通過觀課、討論和學生作品來評核學習成果。
研究結果：本研究剛完成第一和第二階段，所以報告集中討論第二階段某中學的教學實踐情況和學習成效。通過迴旋上升的學習過程，學生不僅理解新詩內容，發展聯想能力和變化能力，並嘗試創作新詩，部分學生對詩歌產生濃厚興趣，課後仍能持續自我閱讀。
總結：教師是學生學習的輔導者，所以教師本身對教學專業投入與否，願意嘗試新的教學法與否，都影響學生學習動機和態度。托蘭斯孕育模式創意教學包括了準備、深化和延續發展的三個階段，是發展創意教學中較完整的模式。
Background: In 2000, Hong Kong launched the Education Reform. One of the main objectives is to foster the creativity of the students. Nonetheless, we need a team of creative teachers who will help develop the creative skills of students. Past research shows that many teachers do not know how to develop the creative skills of their students.
Aims: This project aims to enhance teachers' awareness of a more "creative" pedagogical approach and to develop students' creative skills. Torrance's Incubation Model in Creativity is the underpinning theory in developing these language lessons. This model includes a 3-step learning process: arousing expectation, digging deep and extending learning experience. When we plan the lessons, we have a clear focus on developing students' creativity, and to help teachers teach effectively.
Objects: Teachers and students in primary from primary five, primary six, secondary one, two and three from four schools are included in this project.
Method: The preparations of lessons are participated by teachers and researchers. The lessons had been implemented by all teachers concerned. The project is divided into 4 stages in two years. The assessment of the project includes class observation, discussion with teachers and works of students.
Results: The first two stages of this project have been completed. This article focuses on the implementation of a unit teaching in the form 1 class