教師是實施校本課程發展的關鍵人物，在實施過程中，教師需要不斷重新審視課程及評估學與教的關係。課堂學習研究是參考日本的授業研究 (lesson study)，並以變易學習理論 (the theory of variation) 為基礎的一種校本課程發展及教師專業發展模式。教師和大學的研究員對課程中某些重要課題和學生的學習難點進行深入的探討，然後共同設計一堂研究課，最後進行有系統地觀課、評量和反思。本文會先介紹課堂學習研究的理論架構，之後以一個小學常識科研究課案例來說明課堂學習研究的各個步驟，最後討論課堂學習研究與校本課程發展及教師專業發展的關係。
[Copyright © 2010 高等教育文化事業有限公司.]

近期美國學者大力鼓勵教育界應該活用漫畫在教學工作中，其實這個方法中本早已廣泛運用了，且卓有成效。近年，香港教育局積極鼓勵學校對當前的教學工作進行改革，藉以培養同學的批判性思考能力和創造力，以及提高學習動機。這些方面，正是日本將漫畫運用於課堂的主要目的。然而，漫畫在兩地的課堂教學上被運用的情況卻有很大差異。本文就兩地的漫畫文化史，教育以及相關社會體制的一些處境和 “習俗”，比較分析漫畫教學在日本可行而在香港卻難成氣候的原因。日本各階層對漫畫的認同與其傳統文化相結合，政治性強的教育當局以及跟教育相關的各種社會體制，對活用漫畫在教學上提供了具體的支援；反之，從70年代起香港社會逐漸形成了一種排斥漫畫的霸權論述，尤以教育體制為甚，令用漫畫在教學上的工作難以開展。文獻研究之外，本文作者分別對港、日兩地的老師進行實地訪問，並對三所日本中學進行了實地考察。
[Copyright © 2010 《日本學刊》雜誌社.]

Background: Mosston’s “spectrum of teaching styles” which composes of 11 pedagogical approaches in physical education (PE), has been popularly promoted for maximizing students’ learning in the Western countries. However, very few of them have been put into practice and studied in Hong Kong. This article concerned a report of a pilot study on one of the teaching styles, reciprocal teaching. Aims: The study aimed to examine students’ and teacher’s experiences when engaging in learning and teaching in reciprocal teaching. Sample: 3 classes of 80 male students (Form 3 : 31 students, Form 2 : 26 & Form 1 : 23)from a local secondary school and their PE teacher were invited to participate in the study. Methods: Attached to the action research perspective, 3 teaching units of gymnastics, swimming and handball were conducted in the form of reciprocal teaching. Data composed of students’ reflective journals and interviewas well as teacher’s self review were collected at the end of the teaching units. Findings: both the teacher and students experienced reciprocal teaching positively. Students perceived their learning as active and comfortable. They were satisfied with their mastery of skills, taking peer tutoring roles, engaging in observing, taking care of others and seeing their partner’s improvement. They also encountered with those dissatisfying experiences of boring, simple and repetitive learning content, difficult skills and the undesirable learning attitude of some of the students that they feared of ending up with discipline problems and learning nothing. Their articulation with their improvement in collaboration, communication and presentation skills, building up confidence, team spirit and learning attitude of trying hard was found. Conclusion: The reciprocal teaching might solve some of the current PE problems of passive learning, little collaboration and weak accountability of learning as well as empowering students in their learning. Students’ worries concerning reciprocal

Drawing on the theory of dialogism and the literature on children’s culture and cultural resistance, this article investigates the contextual and textual features of the cultural making of a group of children in sociodramatic play in a Hong Kong kindergarten. Different from other, similar studies, this study reports that under the gaze of the teacher, children’s play is largely practised as a reproduction of the teacher’s cultural texts. Children’s culture or resistance only arises as a bricolage of various cultural texts in which the cultural texts of the teacher and the children are intertwined, dissonant and hybridized. Two major modes of bricolage are identified. They are hybridization and invalidation. This result suggests that the teacher’s strategies and authoritarian discourse are suppressive of the children’s culture, aiming largely to shape the way and process of their cultural making. Nonetheless, from the evidence in this study, it is believed that bricoleur is a creative act as it involves tactful and creative appropriation, orchestration and transformation of all sorts of cultural texts which are at hand. The pretend play corner is consequently reframed and recreated as a heteroglot playing space of the children’s own.
[Copyright © The Author(s) 2012.]