在教學環境中，如課室的擺設、學習情境、課程和選材、教師表現、學校行政措施和地區的教育目標等，都會影響學生的個人成長和學習愉快感，而鄭燕祥 (1995) 認為教師直接施行整個教育過程，他們對教育目標的達成起著重要影響。在探究教育是否成功時，教師的角色和功能備受重視，Burton (1991) 更指出教師對學生愉快地學習及達致最好的成果起著最大的貢獻。本文旨在探討香港中學班主任的角色和功能，和他們對學生成長和學習愉快感的影響。
[Copyright © 2000 朗文香港教育.]

在過去二十多年來，香港教育署推行了一連串教育改革，為的是創造一個更全面的教育藍圖。這些以「兒童為中心」的理念，表面上都獲教師支持，但落實在課室裡卻是另一回事。筆者認為問題的癥結在於推行課程時欠缺完善的教育配套作為支持。這種矛盾使教師與學生同受壓力，視教與學為一件苦差。筆者教導實習教師使用「磁底照片卡」的教學活動於小學課堂內，結果發現課堂的氣氛變得非常愉快，而學生與教師的互動機會亦大為增加，最後大家均能享受到學與教的喜悅。
[Copyright © 2000 朗文香港教育]

In the Science Department of the Hong Kong Institute of Education (HKIEd), on e of our prominent research and teaching development areas is the application of information science and related technologies (which consist of scientific and 3D visualization, virtual reality, scientific computation, computer-simulated experiments, datalogging systems for computer-controlled/interfaced experiments as well as the conventional IT elements such as multimedia and Internet) in Science education. We have been applying our project output not only for teaching a thousand of Science or General Studies and non-Science elective student-teachers enrolled in various HKIEd sub-degree and degree level courses, but also for providing value-free knowledge to the public through the Internet (e.g. Hypermedia And Self-learning Centre with website http://www.ied.edu.hk/has) and some in-service teacher training programs. From a teacher educator’s point of view, we will share our expertise/experience in some practical and plausible applications of information science and related technologies for promoting quality teaching and effective learning through a subject-based or subject specific approach with particular reference to the Science education. We shall also discuss some feasible ways of training/upgrading the IT competence of school science teachers through a series of hands-on and minds-on workshops.

本文目的是探討本港中小學科學課程在現階段和朝向廿一世紀的發展。世界科學教育的主要潮流是甚麼？是否有普世性的新方向？若有的話，香港能否作出相應的配合呢？
香港現時經已開展數項科學課程的革新。小學方面：於1996年實施了嶄新的常識科課程，它把社會、科學、健教三科綜合為一，而在科學部份則強調「科學、技術與社會」的關係和有關環境的課題。中學方面：新的初中綜合科學課程將於公元二千年實施，強調科學的探討，藉以發展學生在科學探究技巧上的能力，亦有考慮到小學與中學科學課程的銜接；高中科學課程在日後修訂時，探討性課題(包括科技對社會及環境的影響並科學探究技巧)亦將會成為重點。另一重點乃是資訊科技發展，現時香港政府正全力向中小學推廣。
This paper intends to look at what is happening and what will happen in the Hong Kong primary and secondary science curricula from now to the years beyond 2000. What are the major trends in the world about science education? Are there any new global directions? If yes, is Hong Kong ready for the change?
There are several innovative curriculum projects being initiated in Hong Kong. In primary education, a new General Studies (GS) curriculum has been implemented in 1996, emphasizing on the integration of 3 primary subjects: Science, Social Studies and Health Education. In the science component of GS, more emphases have been placed on the inter-relationship between STS as well as issues concerning our environment. In secondary education, a new Integrated Science syllabus has been developed recently for implementation in the year 2000, placing strong emphasis on science investigative work which develops students' proficiencies in science process skills, and paying due respect to vertical integration between GS and IS. In other science subjects at higher levels, investigative work involving process skills and studies on the impact of Science and technology on society and environment constitute significant elements in the future revised curricula. Another hot topic is Information Technology Education, currently the Hong Kong Government is in full swing to promote it to secondary and primary 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/]