系統功能語言學認為語言具有其系統和功能，語文教學應該使學生掌握語言的系統，並在互動中學習如何恰當地使用語言。本文通過實證研究分析59位香港非華語學生的真實語料，結合量化數據和質性分析，探討第二語言學習者的實用中文寫作表現。研究發現，非華語學生整體實用文寫作能力較弱，尤其在語旨、語式、連接、文法等層面表現最弱；在語境內容方面普遍文類知識不足，無法掌握特定文類的寫作目的和結構，文步和層次不完整，亦缺少語境的概念；在表述方式層面詞匯量有限；在文法呈現方面受到英文文法影響，體現了語言的負遷移現象。本研究亦通過基於系統功能語言學發展出的寫作評估標準，為寫作評量提供新的視角，使教師和研究者能更細緻地了解非華語學生的寫作難點和學習需求，掌握學生到底是在語境內容、表述方式或文法呈現當中的十四個層面有甚麼不足之處，才能進一步發展有針對性的教學設計，通過相應策略提升第二語言學習者的寫作能力。Systemic functional linguistics emphasizes on the system and functions of language, and it suggests that language education should help students learn the system of language and how to apply it in communication appropriately. This empirical research analyzed the authentic materials of 59 non-Chinese speaking (NCS) students through quantitative and qualitative analysis. The research findings discovered the weak performance of NCS students in practical writing, especially in the aspects of tenor, mode, conjunction, and grammar. Other problems included the insufficiency in the genre knowledge, inability to understand the writing purpose and structure of certain genre, incomplete steps and phases, lack of the concept of context, limited vocabulary, and the language form affected by English grammar as the result of negative transfer in second language. This research not only studied their practical writing performance but also introduced a new scoring scheme of Chinese writing developed based on systemic functional linguistics. Therefore, teachers and researchers can understand students' writing difficulties and learning needs from the perspectives of context, discourse, grammar and presentation, and develop specific teaching design or relevant strategies to improve the writing ability of second language learners. Copyright © 2021 香港中文大學香港教育研究所.

ALL students, irrespective of their learning abilities and medical disabilities, should have access to the principles and practices of mainstream education. This is the guiding principle of equal opportunity in education that has been successfully promoted by the concept of inclusion. This paper identifies a diversity-based approach that requires special schools to look at their provision through the pedagogical, curriculum management and assessment procedures that apply to students of all levels of attainment. It provides a mainstream education perspective and not a special school education perspective. In 2006 a team of teachers from nine special schools in Hong Kong with the full range of classified learning difficulties joined a curriculum development Project called SAME and initiated the writing of one new common curriculum based on mainstream education. (The SAME Curriculum Project, 2008). Then in 2009 they wrote a form of continuous ipsative assessment to cover their common curriculum. The assessment tool called SCALE has been used for the past three years in the nine project schools to collect criteria (CASE, 2009). The results of this cross-school and within-school comparison of student attainment data provide for the first time, insight for schools to review their pattern of curriculum orientation and compare this with other schools with students of similar ability levels. Such information is crucial to inform school in curriculum management planning that will raise the level of student attainment. This paper explains how SCALE was written and explores the emerging data across schools to support yearly school review and planning; it explores the emerging data within school for classes; and it explores the emerging data to support teacher's practices with individual students. 平等教育機會及融合教育的主導原則是所有學生，不管他的學習能力及殘疾為何，應有機會透過主流教育的原則及方法進行學習。本文介紹一種以學習差異為本的教學方法，要求特殊學校透過一種適合所有能力水平學生的課程管理，評估程序及教學方式去檢視學校的教與學，同時以主流教育的視野作為設計的基礎。2006年一群來自九間特殊學校的老師，當中包括不同弱能類別及不用程度學習困難的學生，參加了一個名為融通計劃

根據香港課程發展議會發布的課程文件，形成性與總結性兩種評估模式已涵蓋「持續」和「總結」評估的需要，而以評估的適時與回饋的即時效能來看，形成性評估顯示出以學習過程為主導的評估傾向，這正好體現「促進學習的評估」的精神。在語文學習中，文學學習是重要的組成部分，而閱讀則是課程發展的重點項目，因此，本文以文學教學的視點，初步探討怎樣結合學習過程與評估的設計原則與策略，以加強學與教的成效。
[Copyright © 2010 優質教育基金.]

香港校本管理的推行，促成了在職教師專業發展的改變。教師除日常的教學工作外，政府教育當局規定了教師每年須達到一定的專業進修時數。加上在「問責」教育文化下，學校在接受「自評機制」和「校外評核」的同時，也有需要針對著學校的不足，作出適當的改善和提升，所以在職教師有效的專業成長，至為重要。現時教師專業發展的形式，仍多依賴教師參與短暫的訓練課程、工作坊、友校間的觀課互訪、考察交流等，其他一些較有規劃的校本計劃，並不普遍。本文報導一個在職教師專業發展的實踐計劃，該計劃的模式以校本和過程為主，並引入校外專家，與學校老師邊學邊做，在改善學校科目管理和教學的同時，亦配合了學校發展和教師成長的需要。一年試驗後的評估結果顯示，這模式無論在學校發展和教師能力提升方面，都得到肯定。

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

背景﹕為了更好地適應未來社會﹐學生必須具備批判性思考、創意性思考等高層級思維能力，相應地﹐現今中小學課程也已十分重視培養這些與評價有關的能力。為此﹐閱讀測試要準確地評估､發展學生的評鑒能力。
目的﹕討論如何編制試題﹐以評估學生的現代文閱讀評鑒能力﹐為教師在中文評估領域的專業發展提供參考。
方法﹕以閱讀、寫作理論、現行課程標準為基礎，分析2002-05 年中國內地、香港、新加坡各17份合計51 份中學實際使用的中文試卷。
主要結果﹕發展了中學現代文閱讀評鑒題的評核內容框架，設計了評鑒題型體系，指出了評鑒題的編制策略。初步發現三地評鑒題的區別。
總結﹕三地評鑒題的內容測試焦點不同﹐可相互參考。為了更好地評核評鑒能力﹐編制評鑒題要選取更廣泛的內容﹐採用多種題型﹐採取相應的編題策略。
Background: Students need to be equipped with higher thinking skills such as critical and creative thinking skills that are related to their evaluation ability in order to better prepare them for the future society. The current reading curricula worldwide emphasize on the enhancement of evaluation ability of students in schools. Accordingly, the comprehension tests should reflect these changes so as to improve teaching and learning.
Aim: This research aims to probe on how to set questions to better assess students' ability to evaluate / appreciate the thoughts, literacy structures and language etc. in comprehension tests of Chinese language as first language.
Method: The author sampled 51 comprehension tests from secondary schools in Mainland China, Hong Kong and Singapore, and did a comprehensive content analysis based on multiple perspectives of theories on reading, writing, and the Chinese language curriculum development.
Results: A framework of contents to be tested has been structured; A few types of questions have been designed. In addition, some strategies for setting questions to assess students' evaluation ability in comprehension tests have also been discussed. The essential differences among the test papers in Mainland China, Hong Kong and Singapore have been described.
Conclusion: There are a few key different focuses in assessing student's evaluation ability in the comprehension tests in Mainland China, Hong Kong, and Singapore. The author then concluded that, to ensure the assessing evaluation ability effectively, the scale of contents for testing should be broadened