Argumentation has been considered one of the priorities in education. This paper will examine the functions of argumentation from different disciplines and the reason why argumentation should be a part of the curriculum in Hong Kong. The paper's focus is on various conceptualizations and some of the key concepts of argumentation as critical thinking. The paper involves a critique of some theoretical frameworks for the study of argumentation. A brief comparison will be made between Chinese and Western conceptualizations of argumentation in order to suggest a comprehensive theory to inform curriculum practices. Some student texts, which were taken from my qualitative research, will be used to illustrate some key concepts in argumentation and the need for adequate evidence and critical thinking in the construction of effective writing. The pedagogical implications for the teaching of argumentation are discussed.

This paper describes a simulation exercise that allows business students from two tertiary institutions, namely The Hong Kong Institute of Education (HKIEd) and The Hong Kong Polytechnic University (PolyU) to learn a particular domain of E-Commerce – online auction. Results of student evaluation of the online auction game were analyzed within the same group and across groups. The results indicated that students from two tertiary institutions like to learn the on-line auction using simulation approach, which is one of the active learning strategies that have been used in the two institutions. We have found that business student teachers from HKIEd, who are better equipped with pedagogical knowledge and skills, tended to rate the online action game (OAG) higher than their PolyU fellows in a number of areas. The favorable comments from the pre-service teachers are informative and conclusive. In this case, simulation approach in teaching and learning online auction has proved itself to be effective. It is believed that active learning strategies such as simulation game should be adopted to maximize learning effects in various E-Commerce domains.

This paper aims to unveil the reasons behind the changes in HK's Mathematics Curriculum in the last two decades. It attempts to find out what actually initiated new Mathematics Syllabuses in HK. Besides literature search on relevant documents, archives and government printings, personal interviews of renowned mathematics educators were also conducted. Seven major motive forces were identified. Their social, economical, political settings and their implications on mathematics education were also discussed.
[Copyright © 2000 The Hong Kong Institute of Education.]

There have been three revisions of the HK Secondary School English language syllabus in the last 25 years, one in 1975, the next in 1983, and another currently underway. Changes in syllabus aims are analysed and evaluated for general context-compatibility by using a framework devised by Skilbeck (1982) and applied by Clark (1987) and Morris (1995) which takes into account changes in the sociocultural context. Between 1975 and 1998, English syllabus aims have been largely compatible with the socio-economic context. That is, they have moved from typifying "reconstructionist" to "progressivist" value systems. More specifically, in 1975, ELT aimed at providing opportunities for social mobility through developing minimal English oral proficiency and literacy for all children under 15. By 1983 social change through education was still a prime aim, and English syllabuses aimed to achieve functional competence in explicit, socially important domains of use. By 1998, the aims of the "Target Oriented Curriculum" already implemented in primary schools, typified "progressivist" values which are claimed to be more personally oriented. ELT in today's complex HK context aims at English development as a part of healthy whole person development.
[Copyright © 2000 The Hong Kong Institute of Education.]

The use of history in mathematics classroom has enormous potential for enlivening both teaching and learning of mathematics. There is a need to promote how to incorporate history of mathematics into the primary mathematics curriculum. This paper discusses the rationales on how to integrate history of mathematics into the primary mathematics curriculum. We also report on how to locate useful and relevant resources in books, journals and the WWW concerning the use of history in mathematics education for primary school teachers in Hong Kong. We hope our findings will prove useful to other educators in the same research area.
[Copyright © 2000 The Hong Kong Institute of Education.]