自1986年設科以來，香港的普通話科一直獨立於中文科以外，至97年重訂《課程綱要》，始被列為中小學的桃心課程。踏入新世紀，教育當局又重組課程架構，把中國語文、普通話、中國文學及中國語文及文化四科納入中國語文教育領域，並訂定十年內三個階段的發展策略，以「普通話教中文」(Putonghua as a medium of instruction – PMI) 為遠程目標。要推行PMI，在現有的教學條件下，教師能力、教材支援等，固然需要充分的配應和準備；在課程統整方面，也必須周詳部署，中普兩科的學習內容才能合理調適，有效推展。本文以介紹中、普課程現況為起點，概括學校推行PMI的不同階段經驗，分析目前學校面對的難題；並從課程發展的角度，探討普通話與中文兩科的整合模式，提出可行的方案，為落實新課程的遠程目標擬出具體的策略和進程。

本文主要是從公民的道德價值來研究香港其中一套初中語文教科書的價值取向，以了解這套教科書價值取向的內容、比重和呈現方法。透過這些研究，我們才能更有效地評估教科書有沒有落實課程指引中教學目標的價值取向。研究首先利用文獻建構教科書價值取向的分析框架；然後採用先定性，後定量的研究方法。 數據顯示，三地的語文教科書由個人至世界層面價值取向的範疇基本是全面的，但各項範疇的比重就還有商榷的餘地。例如個人的量太多，而國家、民族與世界的比重就有不足，這樣課程文件中的教學目標就難全面落實。教科書的價值取向應按學生認知心理發展的方式來呈現才比較合理。如果課程文件在不同範疇價值取向的質與量方面有一個明確的比重建議，這樣教科書的編寫都才有依據，教科書才有質量的保証。

在2001年，香港公佈了《中國語文課程指引(初中及高中)》及《中學中國語文建議學習重點(試用本)》。而在2004年，上海則公佈了《上海市中小學‧語文‧課程標準 (試行稿)》。 本研究的目的包括：1.探討兩地小學至初中中國語文科課程在世紀之交的發展情況。2.比較兩地初中中國語文科課程內容的異同。3.為教育當局日後修訂語文科課程提供意見。研究方法採用文獻分析法。比較的架構為課程、教材、教法與評估的內容。理論依據有系統論、學科論、課程論。兩地初中語文課程簡介及比較，包括以下四方面：(一) 課程：1. 語文課程的結構；2. 語文科性質；3. 課程取向；4. 教學目標。(二) 教材：1. 學習材料；2. 教材編寫 (選)。(三) 教法：1. 教學的原則；2. 教學內容與要求。(四) 評估。研究結果有以下數方面：關於課程：兩地的語文課程定位、課程結構、學科性質、課程取向、學習目標等都有不同程度的差異。基本是隨實際需要而變化的，希望體現義務教育的規劃；把握語文育的功能；強調思想品德與人文素質的培養；致力於語文素養的整體提高。 關於教材：兩地在教材的觀點和選編原則方面，相同的地方比較多。 關於教法：對各項語文能力訓練元素的內容和要求，都有不同程度的差異：語文能力的元素；能力訓練的方法；情意的培養等。而相同的地方：轉變教育觀念，改革教學方法。以學生發展為本。收集和處理信息的能力。重視形象思維、審美思維以至批判、創意的訓練。 關於評估：評估是兩地語文課程新增的項目。觀點相同的地方比較多，不同的地方有發展學生多方面的潛能；創新精神和實踐能力；教與學雙向評估。

香港的中學中國語文科已用單元教學，然而如何組單元才較有效呢？至到目前為上，似乎仍沒有定論。教統局的文件中沒有特別強調要求教師用甚麼模式來組單元，但卻有單元的示例；很明顯，這些示例是以學習的能力作為組單元的要素。這些資料有參考的價值，但並不表示所有中國語文科的老師，都會用這種方式來組單元的，用文體來組單元是其中一個較多老師會用的方法。這種組單元的方式是無可厚非的，因為老師過往的學習或教學都是以文體為主，較易掌握；同時可以利用舊課程的文章，這些文章有教科書可以參考，教起來會比較容易。不過，有些老師及出版社對文體分類的認識不深 (特別是古典文學的文體)，分類的時候便出現問題。如果將錯誤從文體組成單元給學生學習，自然會影響學習的成效。本文嘗試從文體分類的角度來探討組單元時出現的問題，並就著這些問題提出一些教學上可行的建議。

Assessment and learners’ achievement have an affinity in enhancing teaching and learning in education. At the time academic achievement is stressed, educators ought to re-think the following questions: How is achievement defined? Who defines achievement and in whose interest? What is the purpose of achievement? Who grades? Who defines the criteria for grading? On the other hand, teacher education programs have educated student-teachers to work effectively with one dominant culture. Teachers are then unprepared to acknowledge the cultural differences and educational inequalities that schools often perpetuate. Some teachers find it difficult to understand that minority and poor students have the potential to be successful; they often are not given the opportunity to develop their academic and social skills. All of these barriers may result in the disadvantaged learners’ underachievement (Sleeter & Grant, 1986, 1988). Assessment for learning has an emotional impact as well, i.e. teachers’ comments, marks and grades can have effect on learners’ confidence and enthusiasm (QCA, 2004). Obviously, the diverse awareness of teachers will affect their use of assessment and students’ learning achievements will then be determined. This article will demonstrate that teacher’s multicultural education beliefs are important in a pluralistic society, where teachers must be prepared to make professional decisions about how best to meet the educational needs of all students, especially the disadvantaged learners. This study reports a group of Chinese pre-service teachers and experienced school teachers’ attitudes of cultural difference with the Chinese pre-service teachers and experienced school teachers’ attitudes of cultural difference with the use of an instrument, Cultural Diversity Awareness Inventory, CDAI (Henry, 1991). The study is trying to understand: (1) the cultural sensitivity levels towards alternative assessment of Hong Kong teachers; and (2) the general assessment practices

Classrooms nowadays are exemplified by student diversity. Students may differ in, for example, motivation, learning style, aptitude, cultural background, social economic states, and past learning experience. As students’ learning needs are becoming increasingly diverse, a new challenge is to look for ways that address their needs. Assessment is one useful way to help teachers deal with classroom diversity. Teachers can use assessment strategies to identify different learning needs and to improve teaching and learning. This subsequently leads to a consideration of two critical issues with the first one being how teachers can plausibly identify classroom diversity and the second being how useful are the assessment strategies they use to cater for the identified diversity. This paper presents and discusses the findings of an investigation into the assessment strategies that teachers used to identify classroom diversity and the assessment strategies teachers used to deal with the identified diversity. About one hundred Hong Kong teachers were interviewed, revealing that the teachers used a number of assessment strategies to assist them in understanding students’ diverse needs and that the teachers seemed to be more interested in identifying those students who needed help academically rather than in their needs in the social and affective domains.