雖然香港社會十分富裕，物質生活又十分充裕，但精神生活卻十分空虛。一般人都缺乏勞動而營養過多，引致身心不健康。孩子的數目也較從前少，所以孩子是父母的寶貝，大部分孩子都受父母的保護，甚至溺愛，加上社會和學校都不重視健康教育，不少研究發現香港的兒童、青少年和成年人身心靈都不健康。學校是兒童和青少年最重要和最有效的學習場所，所以學校肩負維護和增進學生身心健康的重大責任，而本文作者在其學校裏全力推動健康教育，當中包括學校政策、校舍環境、教學內容、健康服務、健康技能訓練，人際關係，校風建立，社區聯繫，學校合作等各方面。
Although Hong Kong is a wealthy society in physical terms, spiritual life seems to be hollow. Many people lack physical activities that may lead to over-nutrition and diminishing of health. Parents tend to protect or even spoil their only child. In addition, research conducted in Hong Kong concluded that health education is not considered important in schools and the society at large. Consequently, children, adolescents and adults were found at risk with regard to physical and spiritual health. Schools should be responsible for maintaining and promoting the healthy life of students, since they are the most important and efficient places for learning. In this respect, the author undertakes a concentrated effort in promoting health education in her school. Health education should include school policy, school environment, education content, health services, health skills training, interpersonal relationships, school spirit, community connections, family-school cooperation, etc.
[Copyright of Journal of Youth Studies is the property of The Hong Kong Federation of Youth Groups at http://yrc.hkfyg.org.hk/]

香港自開埠以來，社會地方語言及中小學主流教學語言均採用廣州話。本文旨在分享一所學校自2000年開始，前後共用了五年時間，將小學一至六年級中文科教學語言由廣州話改用普通話教學。文章內容分享其轉變的原因、推行情況和成效的體驗，藉以推廣以普通話教中文的新文化。
The locally popular Cantonese dialect has always been the mainstream medium of instruction in the territories' primary and secondary schools. This article analyses a primary school's switch from Cantonese to Putonghua to teach Chinese language within five years starting from 2000, and by discussing the causes, implementing process, and results of the transition, attempts to promote adopting Putonghua as the medium of instruction of Chinese language in Hong Kong.
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

1988年民間教育團體提出之教育制度全面改革藍圖，主張大學全面四年制，一方面反對政府強行將中大四年制改為三年制的措施，另一方面提出解難建議的學制改革藍圖。當時政府拒納意見，部份民間團體提出改革藍圖好夢成空。本文擬就民間首次提出全面教育革的意圖作一歷史回顧，為當今教育改革注入源頭活水。
The Education and Manpower Bureau has published recently a report on the new academic structure for senior secondary, education and higher education. The proposed "3+3+4" reform will provide three years of junior secondary education, three years of senior secondary education and four years of university education. Many educators supported this proposal. However, it is important to note that the current proposed reform is actually similar to a blueprint of the academic structure reform put forth by 21 education concern groups in 1988. The blueprint was proposed as a response to the recommendations of the Education Commission Report Number Three published in 1988. And this blueprint was not accepted by the Hong Kong Government. This paper reports and comments on these proposals and blueprints with a view to generating constructive insights for building an ideal education system in Hong Kong.
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

香港教育改革在「三三四」改制的建議下，首輪的課程改革將會同步實施，「新高中通識教育」將成為必修科目。隨著課程的轉型，教統局預測，「新高中通識教育」將來在全港推行後，任教該科目的教師將增至三千二百人。全港現時約有三百名教師任教高補程度通識教育。因此，很多現時任教「個人、社會、人文科」範疇內的教師及任教經濟科、經濟及公共事務科、歷史科（中國歷史及世界歷史）、地理科各學科的教師都或需要轉型任教「新高中通識教育」。這批教師需重新接受「新高中通識教育」的再培訓。在三三四制首輪諮詢期當中，教師及辦學團體紛紛提出不同意見，主要針對下列七方面：（1）新高中通識教育的課程內容；（2）任教新高中通教育的教師再培訓的要求；（3）新高中通識教育的教學法；（4）新高中通識教育的評估方法與分級；（5）學校行政與新高中通識教育科推行的配合；（6）新高中通識教育學生人數與教學效能的關係；（7）新高中通識教育的教學語言與學習成效。有見及此，本文將會從以上七方面進行初步探討。
In the recent round of education reform in Hong Kong, the 3+3+4 proposal was introduced. However, the introduction of Liberal Studies as a compulsory core subject has become quite a hot topic of debate. The Education and Manpower Bureau predicted that the change will affect more than 3,200 teachers who will be teaching the new subject. This paper aims to review the development of the subject over the past years and explore the possible challenges that teachers might face during the implementation process. These included (1) the content and structure of the curriculum; (2) the demand for re-training teachers; (3) the pedagogy of Liberal Studies;(4) the assessment and grading of project learning work of Liberal Studies; (5) corresponding changes in schools' administrative procedures to support the implementation of Liberal Studies; (6) the relationship of class size and teaching of Liberal Studies; (7) the relationship of medium of instruction and the teaching of Liberal Studies. Finally, recommendations are suggested.
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

The paper attempts to explore the origin of Direct Subsidy Scheme Schools (DSS) policy in Hong Kong and its development in the past fifteen years. It focuses on the different aspects of financial and administrative arrangement of DSS schools. Finally, several experiences are illustrated to demonstrate how DSS schools in still a new round of competition among schools in basic education section.
本文旨在探討「直接資助學校」政策在過去十五年來的源流與發展，討論內容主要是集中於直資學校的財務安排與教育行政上的優劣之處，最後，以不同的直資學校經驗來反映出「直接資助學校」如何在香港的基礎教育體制中帶來新一輪的競爭。
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

中層人員的能力和承擔，對於一所學校的管理和發展有重要的影響。近幾年，本港教育界對中層人員的培訓日漸關注。為了支援小學中層人員的發展與成長，香港教育學院教育政策學系於零五至零六年，舉辦「學校中層人員領導培訓課程」，課程除了有系統的講授外，亦安排學員進行實踐學習。此文是根據幾個學員的焦點訪京和相關文獻，討論和分析實踐學習，其中包括友校參觀、角色扮演和同儕交流等對小學中層人員專業成長的成效。
Middle managers play an important role in the development and management of a school in terms of their capability and commitment. This has gained attention in the education field in recent years. In order to support the professional development of middle managers in primary schools, the Department of Educational Policy and Management ofThe Hong Kong Institute of Education started to offer a middle manager leadership programme in 2005. Altogether 264 participants were trained within 2005 and 2006. In addition to the systematic lectures and workshops, participants had to go through action learning which included school observation, role-play and peer sharing. This paper aims to review the effectiveness of the programme, with special interest on action learning. Based on the empirical evidence from the semi-structured interview, participants reflected that they learned better in the experiential in-service training.
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]