Teaching approaches and strategies reflect the philosophy and aims of education of a society. Hong Kong has faced a lot of changes in education, both in curriculum and teaching approaches, especially in the subject of Social Studies. With the change of syllabuses, the teaching strategies of Social Studies has been changed from a teacher-centred and didactic approach in the 60s to child-centred and inquiry approach in the 90s. This is evident by three different syllabuses illustrate different needs of society in different periods. The 1967 syllabus pointed out the importance and effectiveness of activity in teaching. The reason of adopting activities was purely to stimulate pupils' interest in learning so that they could pass the external examination easily. This was extremely important to the pupils in that period as Junior 6 could be the end of their education. In 1980, the technological and economic advancements in Hong Kong had brought rapid changes to our society. To live in a highly complex and rapidly changing society was not a simpler matter for out children, so the 1980 social studies syllabus was designed to address their needs. The distinctive feature of this syllabus was the introduction of conceptual learning, value learning and skill learning. It was anticipated that children could acquire knowledge through the mastering of essential enquiry skills, and clarification of personal and social values so that they would be competent in the ever-changing society. Inquiry approach which regarded as an effective method to fulfill the aim, was the major teaching strategy in that period. The rationale of the 1997 General Studies syllabus is to equip children with the necessary knowledge, skills and attitudes, to enable them to solve problems they encounter and to develop good citizenship. To achieve the rationale, the strategies promoted in this syllabus therefore is child-centred approach. Inquiry approach is still the main stream of teaching method. Since the new

The "School Education in Hong Kong: A Statement of Aims" issued by the Education Commission in 1994 stated the importance of civic education as an aim of school education in Hong Kong. Despite the fact that civic education has quite a long history in Hong Kong, it is criticized by the public in that civic education has never been successfully implemented. More than once the Chinese officials expressed the view that civic education in Hong Kong has to be emphasized in respect of the return of Hong Kong to China in 1997. With the increasing significance of civic education in Hong Kong, there is an urgent need for teacher training in civic education. This panel is a presentation of findings from a project in civic education in Hong Kong. The research results of the pre-service teachers' competence in teaching civic education in 1997 shows that civic education in teacher education needs to be reviewed. The documentary analysis of the development of civic education, from which we can understand the relation of it to the results of the incompetent teaching in civic education of the pre-service teachers will also be presented. The result of this study will also be discussed in terms of designing civic education training.

Before the return of sovereignty of Hong Kong to China in 1997, Hong Kong had always been described as "a borrowed place, a borrowed time." The society was highly depoliticized that little attention was paid to civic education before 1980s. But in response to the social, political, and constitutional changes caused by the return of sovereignty, the Hong Kong Education Department had published two Guidelines on Civic Education in Schools in 1985 and 1996. The intention was to equip the youth of Hong Kong to face the challenges ahead. This chapter compares the two Guidelines with reference to aims and objectives, ideologies, conceptual framework, and focus of the content. It can be concluded that at least at the curriculum document level, civic education in Hong Kong has made a big step forward, in responding to the social and political challenges. But a lot has to been done on implementation so as to make the practice in schools successful.
[Copyright © 2000 The Hong Kong Institute of Education.]

The development of civic education in Hong Kong can be categorized into three phases: before 1985, after 1985, and post 1997. Despite the fact that civic education has a long history in Hong Kong, it is criticized that it has never been successfully implemented. Civic education is described as a sort of subject political education before 1985. Since the Sino-British Joint Declaration was signed in 1984, education has become politicized and two guidelines on civic education were introduced in 1985 and 1996, respectively. This chapter intends to study and describe how civic education has been developed in specific social and political contexts of Hong Kong. It also points out that civic education beyond 1997 should focus on nationalistic education, human rights education, and education for democracy.
[Copyright © 2000 The Hong Kong Institute of Education.]