作者指出，以嚴謹態度來設計美術與設計教學計劃對此科的教學成效十分重要。而在整體計劃中，目標的訂定是首要的。此外，作者指出目標的重要性和設計目標的原則。

作者論述50年代至80年代的學校美術教育及有關其發展的事項。

作者比較本地三所專上學院提供的不同模式的藝術教育課程，從而分析課程策劃者對藝術教育觀點。香港大學專業進修學院提供了以藝術創作實踐及藝術史兩部份的課程，卻不涉及任何與教育有關的學科。浸會大學提供了一個「藝術」+「教育學」=「藝術教育」的學習模式。理工大學的課程沒有藝術媒介製作，又沒有藝術史，卻把內容擴展至文化研究領域。最後，作者認為三個課程都不明顯關注本地藝術文化的學習與研究，因而表述他個人對藝術師資培訓的理念——就是要訓練一群會發問及研究本地藝術文化的前線教師——及指出這才是藝術教育師資培訓的核心課程。

The author points out in the paper the followings: drawings by children of different races and culture show similarities in representations of similar objects. Yet, after seven years of age, the drawings of a European child show subject realism and their representations are mental pictures; the Chinese child's drawings are remarkable not only for their realism, but also for the sense of relations between parts. To the author, the two types of experiences are due to their different training in perception.

作者討論香港美術教育在50年代到70年代在觀念、模式和課程上的發展。由圖畫科教學的觀念，轉變成側重兒童美術的模式和內容，再漸漸走向美術設計等，當中反映了意識形態之爭辯和觀念的取替，而這些改變，亦標誌著觀念的轉型，有無限的可能性，因此，作認為要面對香港的美術教育或藝術教育在21世紀的改革，要更深入地從三方面考慮：藝術教育活動、藝術教育觀念及藝術教育政策，更重要的是三者如何互動才能建構和塑造出一套真正對香港未來發展有貢獻的藝術教育。

This is an exploratory study of junior secondary school students' views of geography in Hong Kong. Twelve Secondary 1 and Secondary 3 students from six schools were interviewed to reveal what they think geography is. It is found that the impact of the school geography curriculum on students' views of the subject was evidenced in students' responses to the question, 'What is geography?'. Students generally held a narrow view of geography and viewed the subject in terms of terminology, topical areas and content covered in geography lessons and what they did in geography classes, such as going on field trips and map reading. Compared with S1 students, S3 students viewed geography as a subject of a wider scope and in their responses they mentioned more topical areas and more geographical issues. However, very few students held the view that geography is a study of spatial patterns. This suggests that teachers may need to strengthen the teaching of key geographical concepts.
[Copyright of International Research in Geographical and Environmental Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/10382040308667533]

Nearly every school in Hong Kong claims to provide ethics/religious education as part of the curriculum, but teachers find it difficult to teach values and attitudes without having students find ethics/religious lessons boring. While much has been said about how students learn, it remains that it is the teacher s task to provide the relevant experience and conditions for learning so that learning takes place. Thus such questions arise as, What is relevant experience? and What do students experience? Since most students are exposed to popular culture, the use of it as examples in teaching ethics/religious education may be a solution. This research finds that teachers and students in general enjoy the use of popular culture in the teaching and learning of ethics/religious education. The problems lie with the lack of resources and the already too heavy workload of teachers.
[Copyright of Religious Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/00344080308292 ]