香港回歸22年以來,為促進與內地的溝通合作,地區政府重視"兩文三語"的平衡發展,出臺了一系列政策對普通話進行推廣,提高市民普通話能力,並在普通話教學方面取得了顯著的成績。本文重點分析了香港地區普通話推廣情況、教學特點、教學存在的問題並提出有利於普通話教學的有效路徑。

本文主要從兩方面去闡述：
( l ）語文教合政策的歷史回顧，從傳統香港社會的母語教育為什麼會變為重英輕中，從而檢討在回歸前後香港語文教育政策的變化過程。經歷了一百多年後，香港形成為一個特殊的語言地區，這是與回歸前英國管治香港後大力鼓吹英語教育有直接的關係。從而促成香港在日後成為國際城市，本文也利用相關資料分析這個現象。
( 2 ）當前怎樣才能較快的提升兩文三語水平，有關提升語文教育水平的幾點個人看法。
The article discusses the topic in two ways:
(1) The writer attempts to review the history of language teaching policies and explore the development of medium of instruction in schools in the past century while undermining the use of mother-tongue teaching. The writer also reviews the changes of language teaching policies in Hong Kong before and after the unification of Hong Kong with her motherland, thus making Hong Kong a unique language area after a period of over one hundred years. This is mainly due to the encouragement of using English as a main teaching medium in most schools under the British rule before the unification. This may contribute Hong Kong to become an international city.
(2) The writer suggests ways to raise the level of "bi-literate and tri-lingual" (language policy) skills at a faster paceand also brings out eleven personal opinions on how to improve the standard of language teaching.
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]