教育研究以前被認為是大專校教研人員才會參與的工作，一般的前線老師最多只會協助研究的進行，甚少自己計畫做研究。香港教育學院在職普通話教師培訓課程，要求老師做行動研究。本論文的目的是：探討參加該課程的中小學普通話教師對做行動研究的看法，以及他們曾嘗試做行動研究的範疇，藉此讓有意做行動研究的普通話老師得以參考，同時也會看行動研究與普通話老師專業成長的關係。
Educational research has previously been regarded as activity undertaken by both teaching and research members of tertiary institutions. Frontline schoolteachers, rarely conducting research on their own, usually take up the role of an assistant at most. However, the Hong Kong Institute of Education has made it a requirement for participants of the Putonghua Teachers In-service Training Course to conduct action research. The objectives of this article are threefold: (1) to survey course participants' views with regards of conducting action research; (2) to present a profile of the scopes of their action research for the reference of Putonghua-teachers who are interested in conducting such research; and (3) to assess the relationship between action research and professional growth of Putonghua teachers.
[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/]

寫作教學一直是語文老師感到頭疼的事情。許多小學生一聽到要作文，便流露厭煩的神色，覺得寫作是一件苦差。學生對寫作沒有興趣，只是敷衍成篇，交差了事。全班的作文往往千篇一律，全無新意，教師也以改作文為痛苦的事。為了要改變這種情況，香港有些小學進行了寫作教學的改革。一九九四年，開始在一所小學推行寫作教學的新嘗試，名為「全語文寫作教學」；一年後，增至三所小學。一九九七年，又增加到九所小學。全語文寫作教學參考自全語文取向 (Whole Language Approach) 的精神，是以學生為中心的一種教學法，它的信念是：文字是用來溝通的，因此要注意教材的實用性，同時也注重聽、說、讀和寫的配合。本文的目的是：介紹全語文寫作教學的理念和推行的過程，探討這個寫作計畫對香港的學校、教師、學生和寫作課程的影響。
The teaching of writing is always a headache to Chinese language teachers. Many students in primary schools show no interest to composition lesson and they just finish writing casually. Language teachers also feel that it is very dull to correct students' composition as they are all the same. In 1994 , a primary school in Hong Kong conducted a reform of teaching of Chinese writing. The school adopted a new writing project named as "Whole Language Writing Project". In 1997, there were 9 schools joined this project. "Whole Language Writing Project" is student-based. It emphasizes on the practical use of writing and the combination of writing, reading, speaking and listening. This paper tries to introduce the theory and account for the implementation of this writing project. The influence of the project on students, teachers, schools and the curriculum of writing are also included.
[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/]

文章主要為一問卷調查研究報告，探討教師和家長對香港小學生寫作情況的理解，從而找出此兩個群體對教師的教學策略和課程安排的看法。並探討他們對較新的寫作方法如「自訂題目」、「符號或圖畫代寫字」的意見。

文章指出很多學生視中文寫作為一件苦差。作者為了改變這現像，在一間小學試行全語文寫作教學法。初步實驗結果顯示學生的寫作能力有質與量的改善，學生積極參與寫作活動，老師也在批改作文時得到樂趣。（梁振威整理）

作者指出：近三十年來，學者提出了許多不同的識字方法，因為他們都希望幫助兒童能盡快地掌握基本的漢字，讓兒童能自己閱讀，吸收知識。作者在論文中介紹其中四種識字教學方法，包括：分散識字、集中識字、字族文識字和注音識字、提前讀寫。作者分述這四種識字方法的特點、適用對象、其優點及限制，並比較四者的異同。此外，作者也列舉有關的參考資料和文獻。（關之英整理）