依西方早期對宗教（Religion）一詞的常見定義，乃是：「對超乎人類控制力量的信仰與崇拜，尤其指涉位格神或諸神」。然而，作為宗教的定義，則此種定義方式，明顯與世界的宗教現況不合。因之，美國的神學家與哲學家保羅．田立克（Paul Tillich）與牟宗三先生，均提出以「終極關懷」（ultimate concern）來重新定義信仰。筆者必須指出，依這種對「終極關心」對宗教作重新的定義。我們可以借用中國傳統的一句老話──「開宗立教」，來描述宗教（尤其東方宗教）的展示模式。中國宗教的最基本模態，乃是以下兩方面構成的：其一、關懷宇宙終極的意義──開宗；其二、建立種種教法以引導人生歸於價值之正趨──立教。對於中國長期強勢的教育傳統而言，則立教的意意，可能不止於「日常生活之軌道」，同時必須把這種價值觀傳遍整個社群。是以，星雲法師指出：「由於宗教的生命都有傳燈，都是代代傳承，燈續常明。」佛教的教義最能貼近「生命教育」的意涵。佛家這種立教／成教的傾向，表現在香港社會中，即依本港「家庭與學校合作事宜委員會」於網上的《小學概覽》，在全港513家小學中，有314家小學的辦學團體是宗教團體，已佔全港小學的61.2％。由是觀之，在香港不同宗教團體，均重視以辦學來立教／成教。此亦是本文所以作之因緣，即以全港最大佛教辦學團體──香港佛教聯合會，屬下七家小學，作為觀察對象，以見出「香港小學校佛化生命教育」的情狀，並提供可能提昇的方向。Referring to the Western world's earlier definition, the word "religion" is defined as "the belief and worship towards superhuman power, especially involving a hypostatic god or gods". However, serving as the definition of a religion, this approach is clearly not applicable to the modern religious scene. Accordingly, Paul Tillich, American theologian and philosopher, and Mou Tsungsan have both suggested redefining religions with "ultimate concern". It must be pointed out that, according to the new definition of religions as "ultimate concern", we can refer to an old Chinese saying - set up a sect and then establish a religion (開宗立教) - to describe the presentation of religions, particularly oriental ones. The basic module of Chinese religions consists of two aspects: 1) concerns on the ultimate meaning of the universe (a sect ); 2) establishment of dogmas to lead lives onto the right track (a religion). To the long-established and strong tradition of religious education in China, the meaning of a religion might be beyond "daily life tracks"; its value has to be spread among the entire community. Master Hsing Yun has thus pointed out "because the life of a religion works with passing down its values, the Buddhist dogmas come the closest with the true meaning of Life Education". The Buddhist tendency of religion establishment presents itself in the Hong Kong society, with

The use of technology has become increasingly popular in various education contexts. However, integrating technology into teaching and learning is not without problems. This study aims to understand the barriers of technology integration in Hong Kong primary school English education. Thirty-six in-service teachers of an e-learning training course participated in this study. Through a free-response survey, they reported the barriers of using technology in their day-to-day English teaching. The findings indicated that a lack of resources (e.g., technology resources and preparation time) and inadequate knowledge and skills of e-learning practices were the two most frequently reported barriers of technology integration in local schools. Based on the responses of the teacher participants, five recommendations were made to inform future practices of e-learning. These recommendations included using some low-cost technology tools, having a technology integration plan in school, ensuring students’ access to technology, improving students’ skills and attitudes of e-learning, and providing opportunities of professional development. Copyright © 2018 International Journal of Languages, Literature and Linguistics. All rights reserved.

課程評價是課程改革的一個重要方面,也是課程理念能否真正落地的保障.通過對香港小學數學課程相關的文件進行分析發現,其評價以學與教改善為目標,通過多種方式對數學課程教與學的內容進行全方位評估.在此基礎上對內地小學數學課程評價的改革提出了啟示和建議.

本文在梳理香港普通話教材編寫研究的基礎上,從語言知識結構、交際用語、中國文化三個角度,對比分析了香港目前通行的五套小學普通話教材,並對香港小學選擇普通話教材編寫提出建議,以期為今後香港小學普通話教材編寫提供一定的依據。

With the handover in 1997, Hong Kong has adopted the ‘Biliterate and Trilingual’ language policy, which aims at developing citizens who are biliterate in both written Chinese and English as well as trilingual in Cantonese, Putonghua, and spoken English. In this chapter, a comprehensive historical review of the development of language education in Hong Kong schools will be given first, followed by a discussion on how the ‘biliterate’ and ‘trilingual’ language policy is currently implemented in Hong Kong primary schools based on findings of an empirical study. Finally, the chapter will conclude by giving some recommendations to policy makers and school administrators to consider when formulating language policies in Hong Kong primary school education. Copyright © 2019 The Author(s).

After a brief overview of the basic education in Hong Kong, this chapter illustrates the historical development and changes of primary science education that have taken place in Hong Kong over 50 years. Following this, efforts are made to describe the current primary science education as integrated in the course General Studies, pupils’ informal learning opportunities in science events as extracurricular activities, and the status of science teacher education. A review of the research is conducted on the implemented curriculum which reflects the concern of Hong Kong science educators regarding primary pupils’ science learning. The final section focuses on discussing three recent trends in Hong Kong primary science education, i.e., STEM education, IT in science learning, and education for environmental sustainability. Copyright © 2018 Springer International Publishing AG, part of Springer Nature.

This book focuses on Hong Kong as a multilingual society. It investigates how trilingual education is implemented in Hong Kong primary schools. Based on a large scale survey of 155 Hong Kong schools and in-depth case studies in 3 selected schools, the book gives an overview of trilingual education in Hong Kong primary schools, revealing the views on trilingual education of all stakeholders: school principals, panel chairs, subject teachers, students, and parents. The research findings presented in this book suggest that the implementation of trilingual education varies significantly from school to school, as does the effectiveness of the trilingual education models used. It shows how students’ views towards the use of different media of instruction (MoIs) also vary, and how their mother-tongue backgrounds affect their perceptions. By documenting views, policies and implementation methods, the book provides insight into the practice of trilingual education in Hong Kong and offers suggestions on potentially effective implementation methods. Copyright © 2019 Springer Nature Switzerland AG.