Reading is the basis of most learning but is regarded by students as a boring activity in Hong Kong. Therefore, schools in Hong Kong have launched different reading programs to promote reading. One of the successful examples is Reading Battle which gamifies the reading comprehension assessments with points, levels, e-badges and leaderboard on an interactive learning platform. This study looked into how gamification affected the flow experience of students and discussed to what extent the nine flow dimensions were experienced by them, especially the heavy users of the gamified learning platform. This case study chose nine students from four different elementary schools in Hong Kong and adopted a mixed method such as questionnaires and interviews. While many students first did it for external motivation such as getting more points and ranking high on the leaderboard, the study found that the heavy users of Reading Battle became committed to reading and many enjoyed the flow experiences where they seemed to forget about time and discomfort and truly enjoyed the reading process.
[Copyright of Proceedings of the Association for Information Science and Technology is the property of John Wiley & Sons, Ltd.]

The present study re-examines the reading experiences of eight primary school students in Hong Kong. Framed around theories of gamification and self-determination, the study looks at how these students developed as readers on an online gamified reader known as RB. An electronic extension to a reading database that contains more than 15,000 comprehension questions made from around 500 popular children's books, RB is found to enable the students feel competent, autonomous and connected with their family and friends during their game play. These feelings can be explained away by the three psychological needs of self -determination literature. For instance, after a period of time playing on RB, the students displayed competence in that they did well on their academics, increased their reading speed, expanded their vocabulary, and further developed their learning and problem-solving skills in school. They also showed autonomy in their learning, manifested in the expansion of the scope of their reading choices, a diversity of their reading methods, an increase in their reading frequency, and a boost to their drive in picking up a book for leisure read. Finally, they felt more connected now with their family and friends than before they used RB, for the bondage they formed over RB lasted well beyond their game play. Based on a re-evaluation of their success stories from gamification and self-determination perspectives, the study concludes that RB is an effective early English learners' tool in Hong Kong.
[Copyright of Proceedings of the Association for Information Science and Technology is the property of John Wiley & Sons, Ltd.]

中小學校體育課程不但能夠提升學生身體健康狀況,同時也能夠鍛煉堅忍不撥的意志,使他們在未來生活裡有足夠的心理承受力去面對困境,並培育終身運動意識。本文通過實地觀察,了解香港體育課程的教學內容和培養方法,並從校內場地、學校周邊環境、學生個性、教師培訓方式等多個方面,探討其優缺點。

學校數學課程需要隨時代發展而持續變革。香港課程發展議會在深入總結、反思已有課程改革成果基礎上,根據時代發展需要,於2017年頒佈了《數學教育學習領域課程指引(小一至中六)》,提出了STEM教育、電子學習、跨課程語文學習、培養共通能力和價值觀及態度等四個數學課程持續更新的方向。基於對上述四個方面的評介,提出立足數學課程把握課程改革熱點、立足整體視野處理課程改革議題等深化數學課程改革的啟示。

粵港澳大灣區項目,在針對教育方面的內容,皆在十九大報告、習近平視察廣東重要講話、兩會中所提及並有所強調。本文主要闡述了灣區在教育建設方面的重要性及其意義,並結合國外三大灣區的特點,對粵港澳大灣區教育建設提出各方面改進措施及建議。

高校創新創業教育是我國建設創新型國家、培養和造就具有國際水平的戰略科技人才的重要舉措。自2012年香港城市大學開展"重探索、求創新"課程教學改革以來,在教學質量、學生就業和學生創新競賽獲獎方面都有較大幅度的提升。在改革的過程中,香港城市大學探索出建立上下雙向互動、契合辦學目標、注重課外實踐創新、重視結合專業知識創新和開展跨學科合作,以及保障學生知識產權等創新創業教育課程改革的實踐路徑。相比之下,內地高校也應明確創新創業教育的課程教學體系和培養目標,加大創新創業支持服務力度,搭建創新平台,制定學校知識產權保護條例,為建設創新型國家添磚加瓦、貢獻力量。

《粵港澳大灣區發展規劃綱要》強調推動粵港澳高校教育合作發展,這為廣東高校留學生教育發展帶來新一輪戰略機遇期。在"一帶一路"倡議的大背景下,文章結合當前廣東高校留學生教育發展的現狀,分析了粵港澳大灣區建設下廣東高校發展留學生教育的優勢,立足區域優勢互補的原則,立足高校合作共贏的理念,提出一系列切實可行的發展對策。以期廣東高校能牢牢把握這次契機,發揮政策優勢,謀求自身發展,推動留學生教育發展,提升高校整體國際化辦學水平。

從當前城市群的布局和產業優勢來看,粵港澳大灣區應當堅持多中心的發展定位。作為為城市和產業提供主要人才支撐的粵港澳大灣區高等教育集群,其發展路徑應當與大灣區多中心的發展定位相符。多中心的發展定位對高等教育集群的挑戰主要集中於兩大層面——創新與協同。融合創新理論主張以多要素的"組合"達至創新,粵港澳大灣區高等教育集群應當發揮"區域""人才培養""社會服務""體制機制"等要素的組合優勢,走融合創新之路應對挑戰。一是推進"區域+體制機制"的融合創新,高等教育配合區域分工進行錯位發展,並建立共同體合作機制,支撐多中心的城市群發展定位。二是推進"區域+人才培養+社會服務"的融合創新,支撐多中心的產業群發展定位:高水平大學走"開放式創新"之路,主要與珠江東岸的科創業和金融業同頻共振;應用型本科和高職院校走產教融合創新之路,主要為珠江西岸制造業提供堅實支持。

粵港澳大灣區建設已上升到國家發展戰略層面。灣區教育、人才等要素的互融互通和協同發展,是實現粵港澳大灣區發展目標的基礎性條件。找準粵港澳大灣區在教育和人才合作層面的支持條件及現存問題,明確粵港澳大灣區教育和人才合作機制建設過程中錯位發展與優勢互補相統一;充分發揮市場機制的決定性作用,同時,積極發揮政府的引領作用;打造教育與人才合作創新與交流平台;完善教育、人才的激勵措施,搭建創新知識與科技成果轉化機制,有利於整合區域優勢,提升灣區整體國際競爭力,促進國際一流灣區目標的達成。

香港是世界經濟樞紐,職業教育有其獨特之處。香港特區經濟、社會形勢的變化促使特區政府高度關注職業教育的發展,加大宣傳力度重塑職業教育形象,同時加強教育界與行業的合作以及完善質量保障體系。香港職業教育的變革走向對中國內地職業教育具有重要的指導價值,包括轉變政府定位,變革職業教育財政投入模式;營造友好的社會氛圍,樹立職業教育的全新形象;推動職業教育與產業界的合作;全面提升職業教育內涵。