香港的中學中史教科書具有內容全面、體系完整、敘事客觀、持論平實、製作精美等諸多優點，但也有一些值得完善、改進和提高的地方，如筆者以為的內容方面略顯陳舊，對中外史學界新的研究成果吸收不夠等等。 本文以一個在香港中學中史教科書廣泛流行然而卻不盡準確的關於元代歷史的說法為對象，進行多方評析，期以說明本港的中學中史教科書實有吸收新的史學研究成果的必要。
Hong Kong's secondary school textbooks on Chinese history have many commendable merits, such as balanced structure, objective narration, well-grounded argument and exquisite design. There are, however, a few areas where improvements are needed, and one of them is the slowness in absorbing fresh historical research findings. Many outdated concepts or sayings which have been convincingly proven false by history researchers are still prevalent. This article addresses this problem by focusing on analyzing a popular yet inaccurate saying on the history of Yuan dynasty and argues that the contents of Hong Kong's secondary school textbooks on Chinese history need updating.
[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Associationl is the property of Hong Kong Teachers' Association at http://www.hkta1934.org.hk/]

本文透過對《課程綱要》和教師問卷結果的分析，探討本港小學普通話科評估工作中的問題，然後根據普通話科的教學目標、小學的客觀教學環境和語言評估理論，提出適用於本港小學普通話科的聆聽和口語評估模式，供教師和師資培訓者討論和參考。
This paper attempts to examine the defects in assessment works of primary Putonghua subject based on the analysis of subject syllabus and outcomes of a teacher questionnaire. In accordance with teaching objectives, teaching environment and theories of language assessment, a mode being regarded suitable for assessing Putonghua listening and spoken language abilities of primary students is introduced.
[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Associationl is the property of Hong Kong Teachers' Association at http://www.hkta1934.org.hk/]

有關香港大學教育學制的爭議，從五十年代討論中大的成立時已曾發生；自中大於六三年成立後，香港兩間大學是各有其年制和自行收生的，形成了中學教育的雙軌制。七十年代中大反對四改三運動亦是一個學制爭議；及後港府以合併預科考試為題，在教統會第三號報告書中，統一了中學學制，要求各大專院校採用劃一的取錄程式，間接地促使了香港高等教育全面走向英式專才。回歸後，特區政府提出全面檢討教育制度，其中關鍵點是大學學制；為此教統會提出一體化的三年高中教育，這將使香港大學學制邁向六四制，與國際主流學制接軌。此文重點是以歷史角度剖析上個世紀以來香港學制的四次爭議。
There are four debates on the duration of undergraduate programme in Hong Kong at last century. Since the Chinese University of Hong Kong is established in 1963, the two universities have their own system in admission and duration of undergraduate programme. The Hong Kong University with three-year undergraduate programme serves pupils from Anglo-Chinese School and admits them according their results in the Advance Level Examination. While the CUHK admits pupils from Chinese Middle School with Higher Level Examination results. However, Education Commission in ECR3 on 1986 suggests combining the two matriculations. After reunion, the Chief Executive of HKSAR government entrust the EC to conduct a comprehensive review of the education system. Later the EC suggest providing a new three-year senior secondary education. It seems there may be another change to be happen in the duration of undergraduate programme in Hong Kong. No matter how, it is worthy for people to have a historical review on this issue.
[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Associationl is the property of Hong Kong Teachers' Association at http://www.hkta1934.org.hk/]

「一條龍」直資中小學的成立引起教育界人士關注到有關教育機會均等的問題。本文首先試從「教育機會均等」的角度來闡述支持和反對成立「一條龍」直資中小學的人士的理據 , 然後討論「一條龍」直資中小學的成立對培育精英人才的重要 , 以及對如何盡量保持「教育機會均等」的問題作出建議。
The establishment of Direct-granted primary and secondary schools with "Through train model" leads to the concern of educators for the issue of equal opportunity of education. This paper first describes the reasons for supporting and opposing the setting up of Direct- granted primary and secondary schools that apply the "Through train model" from the perspective of equal opportunity of education. Then, it discusses the importance of establishing such schools in fostering elite. It also suggests ways to ensure equal opportunity of education.
[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Associationl is the property of Hong Kong Teachers' Association at http://www.hkta1934.org.hk/]

為配合最近幾年本港教育改革和社會的轉變，我們有需要培養能獨立思考、具有解難與有創意的學生，以面對21 世紀的挑戰。在教育上要達到上述目的的方法有多種，而在中文教學上應用比較教學法，可能是一項有效的方法。
本文討論比較教學法的理論，包括它的涵義、價值、種類、設計與施行。其次舉出幾種教學實例，最後並論及它的優點與局限。
To cope with the local educational reforms and the change of Hong Kong society, with the aim of facing the challenge of the 21st Century, it is especially urgent that we should train our youngsters in the way that they can think independently, creatively and can solve the problems themselves. There are many ways in educational aspect to achieve these goals. The use of comparison teaching method in the teaching of Chinese may be one of the effective ways.
This article dues with the theory of comparison teaching method, including itsdefinition, its value, its types, the different designs and how to put them into practice. In the end, it will discuss the strong points to use this method as well as its limitations.
[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Associationl is the property of Hong Kong Teachers' Association at http://www.hkta1934.org.hk/]

教育研究以前被認為是大專校教研人員才會參與的工作，一般的前線老師最多只會協助研究的進行，甚少自己計畫做研究。香港教育學院在職普通話教師培訓課程，要求老師做行動研究。本論文的目的是：探討參加該課程的中小學普通話教師對做行動研究的看法，以及他們曾嘗試做行動研究的範疇，藉此讓有意做行動研究的普通話老師得以參考，同時也會看行動研究與普通話老師專業成長的關係。
Educational research has previously been regarded as activity undertaken by both teaching and research members of tertiary institutions. Frontline schoolteachers, rarely conducting research on their own, usually take up the role of an assistant at most. However, the Hong Kong Institute of Education has made it a requirement for participants of the Putonghua Teachers In-service Training Course to conduct action research. The objectives of this article are threefold: (1) to survey course participants' views with regards of conducting action research; (2) to present a profile of the scopes of their action research for the reference of Putonghua-teachers who are interested in conducting such research; and (3) to assess the relationship between action research and professional growth of Putonghua teachers.
[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Associationl is the property of Hong Kong Teachers' Association at http://www.hkta1934.org.hk/]

本研究的目的是透過設計及實踐資訊科技教育活動，了解其教育功能。本個案研究為期一年，共有十位教師及七十五名學生參與。研究成果是三個應用資訊科技主題活動，他們是：(1)製作數碼圖書，(2)製作數碼活動記錄冊，(3)製作數碼短片分享行為表現。研究結果顯示資訊科技創造屬實的學習機會，提供豐富的教學功能及扮演授權賦能的角色。
The aim of the case study is to design thematic learning activities for understanding and analyzing roles of IT for improving Learning & Teaching (L&T) of school education. This research involved 10 teachers and 75 learners in a one-year study. Three thematic activities were designed and implemented. They were: (1) digital book production, (2) digital activity record production, and (3) digital video clip production for sharing behavior of learners. Results of the study indicated that IT could play three roles in education. They are: (1) providing authentic learning opportunities, (2) enhancing teaching capability, and (3) empowering L&T activities.
[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Associationl is the property of Hong Kong Teachers' Association at http://www.hkta1934.org.hk/]

寫作教學一直是語文老師感到頭疼的事情。許多小學生一聽到要作文，便流露厭煩的神色，覺得寫作是一件苦差。學生對寫作沒有興趣，只是敷衍成篇，交差了事。全班的作文往往千篇一律，全無新意，教師也以改作文為痛苦的事。為了要改變這種情況，香港有些小學進行了寫作教學的改革。一九九四年，開始在一所小學推行寫作教學的新嘗試，名為「全語文寫作教學」；一年後，增至三所小學。一九九七年，又增加到九所小學。全語文寫作教學參考自全語文取向 (Whole Language Approach) 的精神，是以學生為中心的一種教學法，它的信念是：文字是用來溝通的，因此要注意教材的實用性，同時也注重聽、說、讀和寫的配合。本文的目的是：介紹全語文寫作教學的理念和推行的過程，探討這個寫作計畫對香港的學校、教師、學生和寫作課程的影響。
The teaching of writing is always a headache to Chinese language teachers. Many students in primary schools show no interest to composition lesson and they just finish writing casually. Language teachers also feel that it is very dull to correct students' composition as they are all the same. In 1994 , a primary school in Hong Kong conducted a reform of teaching of Chinese writing. The school adopted a new writing project named as "Whole Language Writing Project". In 1997, there were 9 schools joined this project. "Whole Language Writing Project" is student-based. It emphasizes on the practical use of writing and the combination of writing, reading, speaking and listening. This paper tries to introduce the theory and account for the implementation of this writing project. The influence of the project on students, teachers, schools and the curriculum of writing are also included.
[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Associationl is the property of Hong Kong Teachers' Association at http://www.hkta1934.org.hk/]

本文描述香港政府在中學推行資訊科技教育的政策， 並以三間中學作為實例， 以探討政策與中學生在實際使用資訊科技模式的差距。本文並探討由以課本為根據、以教師為中心的教學模式， 轉向較為互動和以學生為中心的「範式轉向」所產生的問題。
This paper describes the information technology strategy in secondary school o f the Hong Kong Government , and makes use of three secondary schoo is as examples to compare the differences between governmental strategy and the actual pattern in information technology as used by students. The issues arising from the paradigm shift due to a largely textbook-based teacher-centred approach to a more interactive and learner-centred approach is discussed .
[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Associationl is the property of Hong Kong Teachers' Association at http://www.hkta1934.org.hk/]

本研究的主要目的是調查香港新界西北區中學生學習的「愉快狀態」。研究有兩部份：第一部份是開放式問卷，共有184 位學生參與，第二部份問卷主要是根據第一部份的問卷結果設計，這部份共有435 位學生參與。第一部份的研究發現，成績好以及與同學、老師和朋輩的關係良好是學生感到最愉快的事；相反，成績不理想、考試壓力大、功課太多以及與同學和朋輩的關係不好是學生感到最不愉快的事情。第二部份的研究發現學校的環境、個人的關係、學習的進度、個人的問題以及研究對象與家庭和老師之間的關係最容易影響他們的愉快狀態。研究結果可以作為學校行政人員及教育決策者改善學生愉快學習環境的參考。
The present study aims at investigating the "states of pleasurable learning" of secondary school students in the North West Districts of the New Territories in Hong Kong. The study consists of two parts. The first part consists of open-ended questions. 184 students answered the questions. The second part is a questionnaire. Another sample of 435 students was involved. The construct of the questionnaire was based on the data collected from the first part of the study. The results of part one indicated that good school result, good relationship between classmates, good teachers; and many good friends were the elements, which made students, feel happy. Bad school result, great pressure from examinations, too much homework, and poor relationship between classmates would make students feel unhappy. In the second part of the research, it is found that school environment, personal relationship, learning progress, personal problems, relationship between the subjects and their family, and teacher-student relationship were the most influential elements of the states of pleasurable learning. This study can inform principles to make improvement in schools and help students to have a pleasurable learning environment.
[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Associationl is the property of Hong Kong Teachers' Association at http://www.hkta1934.org.hk/]