本文分析了兩所學校在發展初中綜合人文科課程時所面對的問題及其應對的領導策略。它們在校方及科組兩大領導層面上採取了不同的手法，包括強化老師團隊合作，找尋適合的課程切入點，並引入了大學的專業支援，促進了課程的發展。這些經驗，除了可供準備發展此學科的學校借鏡外，亦突顯了領導課程發展時需要注意的問題。
This paper discusses two school-based leadership experiences in the development of junior Integrated Humanities (IH) curriculum. Different means have been adopted by school and panel leaders to facilitate the curriculum development, such as reinforcing teachers' collaboration, selecting appropriate entry points and soliciting professional support. Their positive experiences may inform other schools, which aspire to develop their school-based IH curricula and highlight the practical issues in which the curriculum leaders should deal with carefully.
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

隨著知識經濟時代的來臨，知識社會逐漸形成，新型態的知識工作者（knowledge worker）出現，不少學者開始重視「知識管理」的觀念，並把「知識管理」的理論應用於教育改革和教師專業發展。本文初步探討知識管理的理念對課程領導與教師發展的啟示，並對下列範圍作討論：
（1）知識管理的意涵及課程知識的管理；
（2）校長和中層管理者成為課程（知識）領導，著重知識的創造、整理和分享、教師個人知識管理，以及知識社群和網路的發展。
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

現今學生普遍缺乏創作靈感，使寫作倍感困難。根據基模理論 (Schema Theory) 及多元互動創意想像的意象模式 (Multidimensional Interactive Creative Imagination Imagery Model)，意象訓練 (imagery training)可以有效地使學生寫作時更具創意。我們是次研究，就是將意象訓練應用於三班，合共一百二十三個中學二年級的學生身上。該批學生於訓練前及訓練後都會參與一個中文作文評核，以了解他們的作文在訓練後會否更具創意。創意的評核準則包括：流暢力、獨創力、文法及文章內容。
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

本文闡釋了利用「通達學習」教授數學，照顧個別差異和提升學習動機的行動研究。研究者發現「通達學習」有效照顧班中尖子和能力稍遜學生的學習，使學生差異度收窄，增強了學習的興趣。研究亦顯示，通過有計劃的安排，制定明晰的教學目標與課業，以輔導和增潤課程設計，有效地改變了教學的效能和學習的程式。「通達學習」是值得推廣的，只是教師需要更多教學時間和支援。
The paper reports an action research on the use of Mastery Learning in the teaching of primary six Mathematics. It is reported that Mastery Learning is able to cater for the needs of a wide range of individual ability in the class. The pupils' motivation is enhanced. With good preparation and clearly defined objectives and learning activities, the effectiveness of teaching and learning is enhanced. However, teachers need more support and resources in order to prepare and conduct lessons for Mastery Learning.
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

通識教育科在新高中課程是四個核心科目之一，教師專業發展被視為推行該課程的重要因素。這文章嘗試探討與通識科教師專業發展相關的議題。雖然通識科教師對課程實施有不同的關注，但該科肯定為教師提供機會發揮教師專業能力。這文章對通識科教師的專業知識結構加以檢視，並且把它分成課程知識、學科教學知識和實踐性知識三個類別。另外，通識教育科教師的專業發展有培訓課程、實踐平台和教師網絡多種途徑。
Liberal Studies will be one of the four core subjects in the new senior secondary (NSS) curriculum. Teacher professional development is regarded as an important factor in implementing this subject. This paper is to explore the issues related to the professional development of Liberal Studies teachers. Although the implementation of Liberal Studies stimulates different teachers' concerns, it surely provides teachers with opportunities to demonstrate their competence. The structure of professional knowledge of Liberal Studies teachers is examined in this paper and can be categorized as curriculum knowledge, pedagogical content knowledge and practical knowledge. In addition, professional development courses, practice and teacher network are the possible ways for the continuous professional development.
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

本研究以行動研究方式，探討英文科說話教學的設計與實施對提升學生學習的動機和說話能力的影響。過程中，教師亦反思如何可以透過調整教學策略和選材， 提升學生英語說話能力和自信心。研究對象來自其中一位研究員所任教的四年級學生，資料收集方式包括︰學生填答問卷、深入訪談、課堂錄影、研究日誌、諍友的觀課和分析學生習作。研究發現教師若能夠在教學的過程中不斷反思，因應畢生的特性和掌握程度，調節教學的設訓，有助提升學生說英語的信心和動機。要提高學生講英語的信心，有以下四個重要因素：選取教學活動要切合學生的能力、學生要有自主性、良好的師生的關係和教師對教學工作的投入。研究亦發現適應學生的個別差異，教師要提供多元化的教學設計和給予學生自由繼擇的空問。此外，研究結果亦指出，透過行動研究有助教師的專業成長。
This action research project investigated the effects of a teacher's instructional design and implementation on students' motivation and development in the teaching and learning of English Language speaking skills, as well as the teacher's reflection on the whole process. The subjects of the study were Primary Four students taught by one of the investigators. Data was collected from student questionnaires, in-depth interviews, lesson video recordings, research logs, lesson observations by critical friends, and students' work. The study found that sustained teacher reflection for ongoing instructional adaptations in light of learners' characteristics and progress is conducive to raising students' motivation and self-confidence. Four crucial factors for raising students' confidence in speaking English were identified: instructional activities that match learners' ability; promotion of learner initiatives; a good teacher-student relationship; and teacher commitment. The study has also confirmed the need for flexible and open instructional design in catering for individual differences, and the positive contributions of action research to teachers' professional development.
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]