For data collection, the researcher was attached to three Hong Kong secondary schools with average academic and extra-curricular activity performances for three months each during the past two years. Having got familiarized with the teachers and students through joining various formal and informal school activities, in the last month of his attachment, the researcher invited each teacher to be interviewed on the topic of extra-curricular activities and to be tape-recorded. In the end, 122 teachers agreed to be the participants in the interviews. The interview was conducted in a semi-structured way, in which the teacher first recounted and commented on his/her experience and impression of extra-curricular activities. The researcher then asked for clarifications and further exploration of his/her own conception, with the help of some "situation cards". In the whole interview process, the researcher adopted a "non judgmental" attitude towards the definition of "extra-curricular activities", only asking the interviewee questions on the clarity and consistency of his/her conception. Each interview lasted for about an hour. After the interviews, the recordings were converted into written scripts. Based on the interview process and scripts, the researcher sorted out various main themes and key words and proceeded with data analysis. After three stages of back-and-forth collation and with the number of cases reduced to forty, finally seven conceptions of extra-curricular activities have been constructed: Accountability, Attachment, Mould, Experience, Personal growth, Liberation, and Balance. The researcher has depicted the specific horizon, concepts and the relationship among concepts, and also compared and contrasted the distinctive features of each conception.
There are multifarious extra-curricular activities in Hong Kong secondary schools. Nearly every teacher participates in the activities. Different teachers infuse extra-curricular activities with diverse meanings

Background: The Service-Learning and Research Scheme (SLRS) is the showcase of Lingnan's Service-Learning model, which is the manifestation of Lingnan University's Liberal Arts education and mission "Education for Service". The scheme was a pilot project, from 2004 to 2005, which led to the development of a University-wide protocol for Service-Learning at Lingnan University.
Aims: This paper highlights the processes and the strategies of incorporating Service-Learning into courses, based on the experiences in Lingnan University. Implementation and evaluation models are suggested to provide a framework for other interested parties to apply Service-Learning in their learning and teaching.
Results: This is a descriptive analysis, associating outcome measurement (three outcomes: "ABC" quality--Adaptability, Brainpower and Creativity) through the process of Service-Learning. Evaluation contents and guidelines for doing Service-Learning are developed based on the past experience in doing Service-Learning at Lingnan. The research element procedures offer instructors with guidance as well as a well-defined protocol and evaluation for Service-Learning programs in Lingnan.
Conclusion: In consolidating the above experience and in detailing the validity of the Lingnan Model of Service-Learning, a manual is produced documenting our efforts. This is the first manual which can be the protocol of applying Service-Learning in higher education for students' whole-person development.
背景：服務研習計劃正好展示了嶺南大學的服務研習模式。服務研習計劃是嶺南大學博雅教育及辦學宗旨「作育英才，服務社會」的實踐。計劃在2004年至2005年推行先導試驗計劃，並有助嶺南大學發展全校性的服務研習計劃草案。
目標：本文以嶺南大學的服務研習計劃作例，握要說明將服務研習元素融入在課程中的程式和策略，並提供執行程式和評估模式的架構，以供其他有興趣人士將服務研習融入在學習和教學中。
結果：本文結合了服務研習成果評估方法（三項成果 “ABC”素質：Adaptability 適應力、Brainpower智力和Creativity 創造力）的描述性分析。實踐服務研習評估內容和指引是建基於過往在嶺南大學執行服務研習的經驗而制定的。研究元素能為導師提供明確的嶺南大學服務研習執行指引、草案及評估。
結論：本文作者統整過往經驗，以推出執行手冊，手冊並詳細列出嶺南模式的服務研習計劃的有效性。這本執行手冊是第一本有關應用服務研習的草案，推動高等教育界學生的全人發展。
[Copyright of New Horizons: The Journal

Background: Seventeen pre-service teachers from The Hong Kong Institute of Education involved in a service education project during the summer vacation in 2008. They spent seven weeks in an orphanage and a commune in Vietnam to provide various services for disabled children and to help constructing a house for the poor villagers respectively. They learned how to cope with challenging environment through developing service leadership, problem solving and communication abilities in a different cultural context.
Aims: To reveal what respondents have experienced, reflected and gained through involving in the cross-cultural service exposure project and how such fruitful learning experiences can be enhanced.
Sample: All seventeen pre-service teachers involved in the project.
Method: Content analysis was conducted on service-learning journals, day logs and writings prepared by the students after the service-learning experience.
Results: The analysis based on respondents' reflective writings revealed that the development of genuine relationship among participants through mutual care, their generic skills, leadership abilities and cultural competencies are enhanced while they work collaboratively and support each other to overcome difficulties.
Conclusion: As a multicultural service-learning co-curricular activity, participants can acquire new knowledge, change attitudes and develop constructive behaviors through a genuine and caring environment and reflection. They are perceived to attain gains in leadership abilities, cultural competence skills and professional commitment.
背景：在2008年的暑假，十七位來自香港教育學院師資培訓的學生，遠赴越南參加了一項為期七個星期的服務學習計劃，他們分別在兒童院為有肢體障礙的孩童提供服務，並為貧困村民修建房屋，同學在過程中學習面對種種環境及文化差異上的挑戰，從而鍛鍊出服務領導才能、解決困難和溝通能力。
目的：作者透過參加者的文章以描述他們在這異地服務計劃中所得出的經驗，從而總結出如何更有效地推展此種在文化差異環境中的學習經驗。
調查對象：十七位參加該服務學習計劃的師資培訓學生
調查方法：作者以內容分析方法，從同學們的學習日誌及反省文章中探討他們的學習經歷。
調查結果：從參加者文章中反映出學員間在合作和支持解困的過程中，能建立出彼此照顧的誠懇關係，以促成共通能力、領導才能及文化勝任能力的培養。
總結：學生在參加不同文化背景的服務學習聯課活動中

Background: In recent years, more and more secondary schools in Hong Kong begin to employ service learning in designing student learning activities. A vast majority of these attempts is developed based on the philanthropic ideas of altruism, love and care; it involves serving elderly people living in the elderly homes far away from the school community. While it is quite right to say that both the students and the elderly people benefit from these projects; the connection of these students to their community, as well as the student learning from the senior citizens in these projects are still in question. In other words, there is a missing linkage between student learning and the community in these philanthropic service learning projects.
Aims or focus of discussion: In this paper, we suggest to bridge this missing linkage with the concept "classroom in community" to connect students, and their learning, with the community.
Arguments / comments /suggestion: Based on the service learning curriculum derived by us with local secondary schools, we will illustrate how "classroom in community" could facilitate students to learn from and learn for their community, and to act with the community to co-produce public goods. Examples of community based services for elderly people will be used to further elaborate how students could initiate community services through collective dialogues with the community, in these cases, to get connected with their community by serving the elderly people and learning from them as senior citizens.
Conclusion: A summary of the characteristics of the approach of classroom in community to service learning is suggested to conclude the paper.
背景：近年，香港越來越多中學開始嘗試以服務學習作為教學活動。當中大部份的計劃，多以推廣關懷慈愛或慈善救濟作為理念基礎，而服務對象大多是遠離學校所在社區的長者。誠然，從上述服務當中，學生與長者是有所得著的。但是，在這些計劃能否連繫學生與身處社區和使學生從長者身上學習這兩個問題上，就值得存疑。換句話說，這些以慈善為理念基礎的服務學習計劃，欠缺了結連學生學習於身處的社區當中。
目的或討論焦點：我們透過本文提出善用“社區有教室”的概念來彌補這些不足，把學生、學習、以及社區三者緊密地結連起來。
論點/評論/建議：根據我們在中學進行服務學習課程的經驗，我們將透過本文說明

背景：我校向以「全人教育」為宗旨，希望培育學生成長和為他們未來的事業作好準備。為貫徹此宗旨及配合教育改革的推行，除了一貫的課堂教育外，我校亦認同經驗教育的重要性。因此，我校以「走出普通課堂的多元化活動學習體驗周」為口號，舉行「活動周體驗計畫」，邀請全體同學根據自己的興趣及能力參加不同的活動。
目的：此文章將討論舉行此類全校性活動應注意的事項，及老師如何與學生一起學習。
調查對象：由於只有我校舉行此「活動周體驗計畫」，所有資料由德信中學提供。
調查方法：此文章是透過個人經驗、專業討論及有關的政府刊物的資料，集合而成的。
調查結果：此文章提供了一系列的指引，讓有志舉辦同類型全校性活動的老師及學校，可以作一個參考。在舉辦類似活動時，應以學校辦學使命為原則，以學生得益及安全為大前提，在得到學校各持分者支持，才大力推動；否則，祇會勞民傷財。
總結：「活動周體驗計畫」是我校「全人教育」內的一個有計畫的主要活動，全體同學會按照自己的興趣及能力參加不同的活動。因此，一個詳盡的計畫便是帶領其成功的一項重要因素。此文章正提供了一系列的指引讓老師，製作其活動，「為孩子創造出更好更闊的學習空間」。
Background: Whole person education for our students is the mission of our school. We help them to develop their personal characters and to prepare for their own career paths. To fulfill the above challenging mission and the recent educational reform, apart form the normal classroom teaching, the School recognizes the importance and value of experiential or activity based education. Hence, we introduced the Activity Week Experience (AWE) Programme to provide our students a week of diversified learning experiences out of the ordinary classroom! All students are invited to join different organized programmes based on our own interest and abilities.
Aims: This paper is going to discuss the main concerns on organizing such a school-wide experiential learning activity and how our teachers also learn together with our students.
Sample: The programme has only been conducted in our school. Tak Sun Secondary School is the only information source.
Method: Personal experience, professional discussion and reference to the relevant Government documents were used in drafting the paper.
Results: A series of guidelines were suggested as reminders for the teachers and the school if they would like to produce similar school-wide activities. To start a similar school-wide activity, the school should put the school mission and the safety of the students as the first priority. Then, with the strong support from different school stakeholders,