二十一世紀的課改在教材方面強調單元組織教材，並提出一些編選教材的原則和方法，為了落實教改的精神，課程發展處規劃了一個單元示例。這個示例與二十世紀五十年代以來初中語文教科書的編選體系，有沒有承傳的關係？ 二十世紀二十年代，單元教學傳入中國，從此初中語文單元教學的發展，經歷了文選型系統、知識型系統、文體型系統、能力型系統及人文型幾個承傳與創新的階段。 本文的研究目的在於了解香港二十世紀五十年以來初中中國語文教科書編選體系承傳與創新的發展情況，供教科褚編選者參考，以便建構不同的教科書編選體系。 研究的方法先根據系統論、學科論、能力結構論、認知論及課程論等來建構一倨科學的語文教科書編選體系。然後從二十世紀五十年代以來，每套教科書編者的話或編輯說明及課文目錄來歸納它的編選體系。研究者利用科學的編選體系來評論二十世紀五十年代以來各教科書編選體系的承傳與創新關係。

In Hong Kong, preschool education is not included in the formal education system. However approximately 95% of children as young as 2 years of age attend either kindergartens or child care centers (Rao & Koong, 1999). Parents and early childhood educators in Hong Kong have been enthusiastic in their support of the inclusion of computer activities in programmes for young children. Chinese parents expect their young children to learn with computers, and anecdotal evidence suggests that they are eager to enroll their child in a kindergarten that provides computer activities. This has given rise to some important issues, and it is suggested here that early childhood educators and parents need to rethink the rationale underpinning the use of computers with young children. In particular, they need to consider whether computer activities are in the best interests of parents, kindergartens or young children. This paper will report a summary of the current status of computer learning environment in kindergartens using the Kindergarten Profile (2000) by Committee of Home-School Operation. There is a need for early childhood teachers and parents to understand how the children’s learning occurs and the factors that maximize the benefits of these learning experiences in such innovative program with ICT.