The greatest difficulty in educating pre-service teachers is cultivating their ability to reflect on the learning in course work and apply this reflection in their teaching. Many academic articles have shown that organised learning portfolios can help pre-service teachers reflect and improve their teaching. This study focused on 20 pre-service teachers who studied the Chinese Language Teaching Methodology I module of the Postgraduate Diploma in Education (PGDE) at The Education University of Hong Kong (EdUHK). They were asked to develop organized learning portfolios for use in their study programme (the first phase) and during field experience when they practise teaching (the second phase). The aim of the study was to explore the content of pre-service teachers’ learning portfolios. The research methodology focused on document analyses of artefacts and reflection reports in the portfolios. The study found that the learning portfolios could help teacher educators understand what the pre-service teachers had learnt in the lessons and the problems they encountered. In teaching reading, most pre-service teachers grasped how to help students understand the content of the passages, vocabulary, and sentence structure. However, they still lacked confidence in teaching different writing skills and rhetoric, and helping students deepen their understanding of 146 passages. The study also found the pre-service teachers’ reflections were generally limited to analysing the strengths and weaknesses of lessons and seldom included suggestions for improving future practice.教師培訓課程最大的困艱是培養準教師如何將課堂所學應用在實際教學中，如何幫助他們從反思中學習。很多文獻指出組織學習檔案能幫助準教師反思，改善教學。本研究的研究對像是20 名在香港教育大學修讀「中國語文教學法 I」的中文科準教師，他們須在大學課堂 (第一階段) 和實習期間 (第二階段) 建立學習檔案。研究旨在分析和探討準教師的學習檔案內容。研究方法採用檔分析，分析檔案中的顯證和反思報告。研究發現學習檔案能幫助導師暸解準教師的課堂所學和實踐教學時遇到的問題。準教師能掌握讀文教學中的理解課文，釋詞和句式的教法，但部分準教師對形式和內容深究教學仍欠信心。研究又指出準教師的反思只側重分析教學的優點和不足，較缺乏提出改善的建議。 Copyright © 2018 The Education University of Hong Kong.

近年很多香港幼稚園推行「全語文」課程，希望兒童在豐富的語言環境學好語文。這種源自西方教育理論的「全語文」理念，教師如何將它應用在香港中文幼稚園課堂呢？本研究旨在從教師的角度探討他們實踐的現況。研究採用定量研究（問卷調查）和定質研究（面談）調查方式。研究發現香港大部分幼稚園教師能將「全語文」理論實踐出來，例如設計互動活動，營造學習語文的環境等。但研究卻發現教師未能深入發揮「全語文」內涵的精神和在實踐中遇到不少困難。

本研究旨在分享教師為學生建立讀寫結合的學習檔案設計，並探討試行的結果。研究採用了兩種方法：定量研究方法（問卷調查）和定性研究方法（訪談）。研究結果發現：這次試行的效果很理想。學生在建立檔案過程中，能掌握寫作遊記的技巧（包括結構和修辭），提升他們中文寫作的能力和自學能力。教師則認為這次學習檔案的試行，較以往單一的評量方式更靈活和有效，但他們也有很多憂慮，因此筆者在最後的部份提出一些建議。
[Copyright © 2011 華文世界雜誌社.]

背景： 香港課程發展議會2006年發布的《學前教育課程指引》提出採用「學習歷程檔案」，幫助記錄幼兒的學習與發展過程。有見及此，本研究遂致力探討幼師對它的認識和意見，從而提出優化推行幼兒學習檔案的建議。
目的：本研究先探討幼師認為為幼兒建立「幼兒學習檔案」的目的，然後探討他們對為幼兒建立「幼兒學習檔案」的意見。
調查對象：研究對像是香港幼稚園教師，研究樣本選取自2006-2007年度，修讀香港教育學院舉辦的幼稚園証書課程的學員。
調查方法：本研究採用定量研究和定性研究兩種調查方式。定量研究是採用問卷調查方法，共派發了一百四十份問卷，收回一百二十一份，回收率達百分之八十六。定性研究方法是採用與教師面談方式，訪問十位元教師，他們來自不同的學校，教齡在五年以上。
調查結果：幼師明白學習檔案的目的是作記錄和評估幼兒的學習，但是卻忽略了記錄幼兒學習情況背後的意義：幫助幼師瞭解和分析幼兒的需要，從而調適教學策略。幼師認為為幼兒建立學習檔案對家長，幼師和幼兒三方面都有裨益，但同時很多幼師認為要為幼兒建立學習檔案是很有壓力，例如他們缺乏時間記錄幼兒的學習，也要用大量時間來填寫評語，他們難在課堂中兼顧教學、觀察、記錄和評估幼兒學習的情況，他們對如何觀察和評估幼兒學習也欠信心。
總結：本研究發現大部分幼師都認同幼兒學習檔案的作用，但在幫助幼兒建立檔案的過程中卻遇到不少困難和壓力。要成功在幼稚園推行學習檔案，必須要加強幼師專業培訓、配合適當的教育政策、增加學校和家長對幼師的支援。本研究有其局限性，由於研究對象全是修讀幼稚園証書課程的學員，研究的發現因此不夠全面。
Background: According to Hong Kong Pre-education Guideline pressed in 2006, the use of children portfolios has been introduced in Hong Kong kindergartens. Thus, this study helps to explore Hong Kong teachers' understanding and comments on the use of children portfolios. It is suggested how to better use children portfolios at kindergartens.
Aims: Firstly, it is to explore teachers' understanding of the aims of using portfolios at kindergartens. Secondly, it is to find out teachers' comments on helping children to develop the portfolios.
Sample: The sample was chosen from the in-service kindergarten teachers who were enrolled in the teacher certificate course offered at Hong Kong Institute of Education during the academic year 2006-2007. They were qualified and experienced teachers.
Method: The study employed a combination of quantitative and qualitative methods, with data being collected through questionnaires and interviews. Questionnaires were sent to 140 in-service kindergarten teachers and 121 returned the questionnaires, the return rate is 86%. A total of ten teachers were interviewed, all are experienced teachers with at least five years of teaching.
Results: Most teachers have the basic understanding of the use of children portfolios

本文是筆者與一位小學教師在中文科單元教學引進學習檔案評估的經驗分享。希望藉此經驗，使教師在應用學習檔案評估方面，得到一些啟示。學習檔案確能激發學生主動學習的潛能，幫助教師全面評估學生，這是傳統評估模式不能做到的。同時教師能在學生顯証中反思自己的教學的成效，改善教學，但是教師在實施的過程中遇上不少困難，例如在緊迫的課堂教學中要抽時間進行學習檔案的課堂活動和檢視學生的學習檔案。
This is the sharing experience of primary Chinese language teacher, asking students to develop the portfolios related to the thematic approach in Chinese language lessons. It is hoped that this experience can help teachers to have more ideas in the use of portfolios in their classrooms. This experience indicates that the use of portfolio can motivate students to learn. Teachers can evaluate students' learning in a more holistic way and they can also make use of the students' portfolios to reflect and improve their teaching. However, they encountered difficulties such as the inadequate time for helping students to develop the portfolios.
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