香港的中小學一直採用粵語作爲中文科教學語言。97回歸後，普通話日益受到重視。2002年香港課程發展議會（2002）提出，在中文科“逐步加入普通話學習元素或嘗試用普通話作為教學語言”，並以“用普通話教中文”（普教中，下文簡稱）作為遠程發展目標。政府更資助各院校開辦沉浸課程，以期在普通話的語言環境中，提升准教師的普通話水平。沉浸課程的普通話學習成效究竟如何，一直缺乏實證研究。本文以此為研究物件，希望為相關課程的優化提供參考依據。沉浸式學習（Immersive Learning）是指通過提供真實環境，使學習者高度參與互動，從而提升技能的學習模式，對於語言學習尤其奏效。本文以香港教育大學BEd(CL)沉浸課程為例，從課程定位、預期學習成果、教與學內容及活動、評核模式等方面分析沉浸式學習的課程設計和教學實踐。並參照連續3年共459名學生的評核資料、自我評估和問卷調查結果，檢測學習成效，以期為高校國際漢語沉浸式學習的課程設計與成效評估提供參考依據。BEd(CL)沉浸課程包括普通話能力訓練、本科專題研習、文化考察和教學觀摩等4個學習範疇。旨在讓香港中文准教師走出常規課堂，在真實的母語環境中體驗學習漢語言文化。研究發現，學生參加沉浸課程後考獲的PSC等級普遍有所提高，有超過70%的准教師在參加沉浸課程後達到了PSC二級乙等或以上水準，較之前增加30%；個人成績提升了6分左右；近70%的准教師提升了至少一個等級；沉浸課程對PSC三級甲等或以下等級的提升作用最明顯。研究發現，以PSC為導向的普通話能力訓練，以及語伴活動等多元化的語境實踐，可以從多個層面促進准教師的普通話進步。本科專題研習、文化考察和教學觀摩可以增進中文知識，有效瞭解內地的語文教育和文化風俗，為成為專業中文教師奠定基礎。另外，沉浸課程具備可以提高內在動機和外在動機的多種誘因。同時，承辦機構操作也需要照顧學生的認知和情感；而學習者開放心態，投入學習，也是課程成功的重要因素。 Copyright © 2018 國立臺灣師範大學.

香港教育大學自2008年起開設國際漢語教學文學碩士課程（MATCIL），提供漢語本科知識的研習與國際漢語教學專業的培訓，目的在拓展和深化學員對漢語的認識以及對國際漢語教學的理論與實踐的探討。通過學術講座、工作坊、學校探訪、教學體驗等各種學術體驗活動，探討漢語作為非母語學習的學科建構及有效的課堂教學策略，以深化對理論的認識，並把理論付諸實踐。2017年，本課程成為國際文憑組織（IBO）認可的IBDP中文教學證書課程。本課程的核心科目包括漢語課程、教材和教學設計，國際漢語教學法：語音教學、聽說教學，國際漢語教學法：識字教學、讀寫教學，第二語言習得與漢語學習等四個科目。選修科目則有第二語言教學研究方法，跨文化交際，語文教學與資訊科技，IBDP 與中文二語教學以及教學體驗等五個科目。本文討論這個課程如何配合 IB 教學理念，從課程設置、學與教設計、評核方式等方面培訓漢語教師。 Copyright © 2018 國立臺灣師範大學.

The theory-practice debate has been a perennial issue in initial teacher education (ITE). By reporting a mixed-methods study in an ITE programme characterized by a university-based 'theory-first' approach in Hong Kong, this study offers useful empirical evidence to analyse the theory-practice issue. 346 student teachers of a BEd Programme participated in the quantitative survey, 15 of whom were interviewed. The quantitative findings showed significant positive correlations between three types of perceived professional competence and two aspects of student teachers' engagement with the theory-practice link. The qualitative findings offered an in-depth understanding of the ways in which student teachers connected theoretical knowledge learned in ITE coursework and practical experience in ITE fieldwork in developing their professional competence: (1) theoretical knowledge as a guide for professional decisions and a tool for reflection on practice; (2) practicalizing theoretical knowledge: adapting theoretical knowledge to practice situations. In the process of engagement, theoretical knowledge was transformed and adapted to practice situations when student teachers coped with the challenges of the teaching contexts in their ITE fieldwork. While affirming the value of student teachers' engagement with the theory-practice link, the findings of the study shed light on ITE practices for preparing student teachers for such engagement. Copyright © 2018 Informa UK Limited, trading as Taylor & Francis Group.

Reflection has long been used as a professional development tool in teacher education. However, researchers have criticised that reflection is a loosely defined term and that there is little agreement on how reflection should be conducted. To achieve a more systematic application, a critical incident framework is proposed in this study and used as a reflective tool in a workshop with in-service teachers in Hong Kong. This small-scale study is based on the stories of critical incidents, journal entries and follow-up interviews provided by a sample of Hong Kong teachers. The results show that after being given the opportunity to reflect on their practices with a small community of peers, the participants showed more engaging participation in professional development and became more mindful of their ability to learn from personal experience. Moreover, after practising reflection, the teachers engaged in self-cure and used the knowledge of their previous experiences to effect changes in their classroom practices. Copyright © 2018 Informa UK Limited, trading as Taylor & Francis Group.

本文旨在討論特殊教育需要統籌主任在教師專業發展上可以發揮的角色。根據教育局的定義,統籌主任的職責在於協助學校管理層以全校參與模式推動融合教育,當中包括了系統層面的工作,如教師培訓等。教師認為當局提供的特教培訓不足,而即使進修了相關課程的老師,在學校的也未必能實踐新學到的知識。作者認為統籌主任有需要學習運用知識管理的工具,鼓勵教師在工作崗位上發掘新知識,並促動教師之間知識的流動,以彌補教師團隊在融合教育上所欠缺的知識。The article discusses a possible role the special educational needs coordinator can assume in the professional development of teachers. The Education Bureau defines the duties of the coordinator as assisting the school management in promoting the Whole School Approach to Integrated Education, including work at a system level such as teacher training. Teachers are of the view that the Bureau does not provide enough training in special educational needs. Even when teachers have completed relevant training, they may not be able to put what they have learned into practice. The author suggests that the coordinator should learn to use the tools in knowledge management to encourage other teachers to generate new knowledge and facilitate the flow of knowledge among them, thereby filling the gap of knowledge of the teachers in integrated knowledge.
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