「情」是香港中國語文科課程的重要元素。「情」是指情意。在中國語文科進行情意教學，是具深層的意義，因為它是一種中國文化的傳承。情意教學的目的是培養學生認識和欣賞中國文化和文學：培養學生品德情意。但要實踐這目的真是談何容易！教師在情意教學遇到不少的問題。本文從教材、教法和評估方面提出優化情意教學的建議，教師可運用「情意教學法」，突出文本的「情」與「趣」，為學生建構情境，設計情意活動，進行師生感情交流和對話，加強學生的「感知」和「思辨」的能力，從而達到移情作用。
[Copyright © 2017 中華書局(香港)有限公司.]

This is an abridged report on an exploratory research project on the suitability of Andragogy and Action Learning approaches to management education for local adult learners. Adult learners of the Open University of Hong Kong (OUHK) taking hig her-lever courses in business and management were invited as respondents. The objectives were to find out respondents' predominant learning styles, learning preferences, motivation of study and possible influence of local Chinese culture which might have impact on the suitability of the two approaches and management education. The research findings revealed that the predominant learning styles and learning preferences were mainly the Reflector style and Reflective activities, compatible with the general expectation and stereotype of local Chinese learners as discussed elsewhere in various literature, local and overseas. It appeared that Chinese culture would have some impact on the learning styles of local learners. However, the preliminary attempt to est ablish a closer link/relationship between the local Chinese culture and the learning styles by using Hofstede's cultural framework and Honey and Mumford's learning styles typology was inconclusive. The study nevertheless did reveal that the Andragogy and Action Learning approaches were not very much in favour as most features of these approaches did not quite match the predominant learning style, predominant learning preferences or the most important motivation of study of the respondents.
本研究利用問卷調查《運用成人學習方式》及《行動學習法於管理 教育》對本地成人學生的恰當性。目的是探討調查對象的主要學習風格，學習偏好， 學習動機及本地中國文化對該兩種學習法運用於管理教育方面的可能影響。 調查顯示學生的主要學習風格及喜好是沉思型及思考類型的學習方／活動，與一般 海內外公認的華人學習形式（Chinese learning stereotypes）相同。似乎支持中國 文化對學習風格及喜好有一定影響的論點。調查嘗試以Honey & Mumford的學習風格 類別（Learning style typology）及Hofstede的文化指標（cultural framework） 進一步探討中國文化與學習風格的關係， 但沒有肯定結論。無論如何，調查結果顯示《成人學習》及《行動學習法》兩種 學習方式，整體來說並不符合學生的主要學習風格，喜好甚至動機。如果上述調查 結果可以一般化，則《成人學習》及《行動學習法》兩種學習方式，對本港成人學 生來說，學習效果（effectiveness）並不高；但從管理教育方面考慮，上述兩種 方法仍有可取之處（usefulness）

香港中文教學兼顧語文、文學及文化，這三項原也互相兼容。針對 社會人士評論香港學生文化素養及思辨能力不足之現象， 本文從文化及思辨角度切入課題討論。本文認為，中國文化之偉大在於不斷吸收 和補充新養份，中國文化不斷南移正達到這一目的。 當今世界潮流朝著民主、人權、法制、公義發展，香港社會既秉了中國文化南移 的傳統精神，又充分掌握人類社會進步的脈摶， 香港文化已成為華人社會的楷模，香港學生宜由此點反思，重訂學習目標，並將 香港建設成華夏模範城邦。
"Curriculum of Chinese" in Hong Kong consists of subjects of Chinese Language, Chinese Literature and Chinese Culture. As practices change with time, the elements of traditional Chinese culture in the content of Curriculum of Chinese has becom e less and less. In the other side, new elements like democracy, freedom, human right, justice and legality, modern management philosophy and skill, etc., is increasing in local culture of Hong Kong. Obviously, this indicated that Hong Kong society is mor e progressive than elsewhere of Chinese (including overseas Chinese) societies. This paper intended to point out that teachers of Chinese in Hong Kong should recognize this and encourage students to ponder, to criticize more about the development of moder n and contemporary culture in Hong Kong and China. Hong Kong citizens have ability to build the special region to be a model city of societies of Chinese. For this purpose, we should not change the current direction of culture development, and, to enchanc e this, our teachers should educate the young generation to study more in thinking art and contemporary culture.
[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/]

作者認為本港目前中小學中文課程都有「文化項目」，乃提出銜接預科文化課程的教學設計原則。關於中國文化項目的教學策略，作者就預科「文化項目」教學所存在的困境，提出教學策略：導論部分從舊入手，引發端倪；話題宜廣，建立輪廓；專題討論部分的活動設計宜由近而遠、以趣作橋、寧淺毋深。在探究本港中國語文科「中國文化」項目教學的銜接性方面，作者從文件課程上分析，把語文科篇章中關於文化的部分聯繫起來，並就有關文化項目作出教學設計。（何文勝整理）

文章指出，語言是文化的主要表現形式，文化是語言表現的具體內容。語文教學應該是思想性和工具性並重的，中文教學須與本國文化教育結合起來，這樣不但可提高學生聽、說、讀、寫的語文能力，學生對本國文化的認識增多了，也加強了他們的思維訓練，逐漸養成獨立思考的習慣，具備判斷、分析、推理等能力。（黃潔貞整理）