背景：廿一世紀開始香港進行教育改革，其中一項政策是發展校本課程。這項政策也引入中學中國語文新課程內，官方文件列明發展校本課程的理念及課程架構。
目的：本文旨在探討中文教師如何回應這項改革。
調查對象：本研究以有目的取樣的原則，選取三位教師，他們來自收生不同的學校，以學生學業水平分為第一、第二及第三組別。
調查方法：資料搜集包括半結構式訪談及課堂觀察。
調查結果：研究結果反映中央沒有足夠的支援協助教師發展校本課程。三位被訪教師均以其所持的信念應付這項政策：教師甲靠自己的力量帶領科組同事設計他們的校本課程，卻沒有跟從官方的框架；教師乙參加課程發展處籌辦的「種籽計畫」編選校本教材；教師丙依舊選用教科書教學，沒有理會這項政策。
總結：課程發展者必須加強對教師的支援，例如提供在職培訓課程改變教師的信念，並讓教師學習設計校本課程的知識及方法，還要安排課程發展主任到校協助發展校本課程。
Background: School-based curriculum development (SBCD) is one of the strategies of the educational reform of Hong Kong launched in the 21st century. It is introduced in the new secondary Chinese language curriculum. The rationale and curriculum framework of SBCD are laid down in official documents.
Aims: This study aimed to reveal teachers' responses to this educational change.
Sample: Three teachers were selected as informants based on purposive sample. They came from schools namely band 1, 2 and 3, with different students' level of academic standard.
Method: Data were collected through semi-structured interviews and classroom observations.
Results: The results of this study found that support from central authorities to teachers had been insufficient. The three teachers were governed by their beliefs in coping with this policy requirement. Teacher A led his colleagues to design their own school-based curriculum without following the official framework. Teacher B took part in "seed project" organized by Curriculum Development Institute to develop teaching materials. Teacher C still adopted textbook for teaching as before and simply ignored the policy.
Conclusion: It is essential for curriculum developers to strengthen their support to teachers, such as providing in-service training programme for teachers to change their beliefs and acquire new knowledge and method to design school-based curriculum. Curriculum development officers should also visit schools regularly to assist with the development of school-based curriculum

本文介紹自1991年起於香港中文大學中文系開設的「商用中文」課程。討論範圍包括課程設計、課程內容、課程的試驗與實踐、評估與建議等。有興趣教授或開設此類課程者可作參考。
This article introduces the establishment of curriculum of Business Chinese, a term course offered in The Chinese University of Hong Kong from 1991. The discussion covered the curriculum design, curriculum content, curriculum tryout, implementation, evaluation and suggestion. Those who are interested in teaching or building up such a course may take this for reference.
[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Associationl is the property of Hong Kong Teachers' Association at http://www.hkta1934.org.hk/]

香港中文教學兼顧語文、文學及文化，這三項原也互相兼容。針對 社會人士評論香港學生文化素養及思辨能力不足之現象， 本文從文化及思辨角度切入課題討論。本文認為，中國文化之偉大在於不斷吸收 和補充新養份，中國文化不斷南移正達到這一目的。 當今世界潮流朝著民主、人權、法制、公義發展，香港社會既秉了中國文化南移 的傳統精神，又充分掌握人類社會進步的脈摶， 香港文化已成為華人社會的楷模，香港學生宜由此點反思，重訂學習目標，並將 香港建設成華夏模範城邦。
"Curriculum of Chinese" in Hong Kong consists of subjects of Chinese Language, Chinese Literature and Chinese Culture. As practices change with time, the elements of traditional Chinese culture in the content of Curriculum of Chinese has becom e less and less. In the other side, new elements like democracy, freedom, human right, justice and legality, modern management philosophy and skill, etc., is increasing in local culture of Hong Kong. Obviously, this indicated that Hong Kong society is mor e progressive than elsewhere of Chinese (including overseas Chinese) societies. This paper intended to point out that teachers of Chinese in Hong Kong should recognize this and encourage students to ponder, to criticize more about the development of moder n and contemporary culture in Hong Kong and China. Hong Kong citizens have ability to build the special region to be a model city of societies of Chinese. For this purpose, we should not change the current direction of culture development, and, to enchanc e this, our teachers should educate the young generation to study more in thinking art and contemporary culture.
[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Associationl is the property of Hong Kong Teachers' Association at http://www.hkta1934.org.hk/]

背景﹕為了更好地適應未來社會﹐學生必須具備批判性思考、創意性思考等高層級思維能力，相應地﹐現今中小學課程也已十分重視培養這些與評價有關的能力。為此﹐閱讀測試要準確地評估､發展學生的評鑒能力。
目的﹕討論如何編制試題﹐以評估學生的現代文閱讀評鑒能力﹐為教師在中文評估領域的專業發展提供參考。
方法﹕以閱讀、寫作理論、現行課程標準為基礎，分析2002-05 年中國內地、香港、新加坡各17份合計51 份中學實際使用的中文試卷。
主要結果﹕發展了中學現代文閱讀評鑒題的評核內容框架，設計了評鑒題型體系，指出了評鑒題的編制策略。初步發現三地評鑒題的區別。
總結﹕三地評鑒題的內容測試焦點不同﹐可相互參考。為了更好地評核評鑒能力﹐編制評鑒題要選取更廣泛的內容﹐採用多種題型﹐採取相應的編題策略。
Background: Students need to be equipped with higher thinking skills such as critical and creative thinking skills that are related to their evaluation ability in order to better prepare them for the future society. The current reading curricula worldwide emphasize on the enhancement of evaluation ability of students in schools. Accordingly, the comprehension tests should reflect these changes so as to improve teaching and learning.
Aim: This research aims to probe on how to set questions to better assess students' ability to evaluate / appreciate the thoughts, literacy structures and language etc. in comprehension tests of Chinese language as first language.
Method: The author sampled 51 comprehension tests from secondary schools in Mainland China, Hong Kong and Singapore, and did a comprehensive content analysis based on multiple perspectives of theories on reading, writing, and the Chinese language curriculum development.
Results: A framework of contents to be tested has been structured; A few types of questions have been designed. In addition, some strategies for setting questions to assess students' evaluation ability in comprehension tests have also been discussed. The essential differences among the test papers in Mainland China, Hong Kong and Singapore have been described.
Conclusion: There are a few key different focuses in assessing student's evaluation ability in the comprehension tests in Mainland China, Hong Kong, and Singapore. The author then concluded that, to ensure the assessing evaluation ability effectively, the scale of contents for testing should be broadened

本研究是以問卷，配合抽樣訪談的方式，對本港九所小學的四年級和六年級的學生作出調查，探討他們對中國語文科的看法，以期從學生的角度著眼，探究本港小學中國語文的課程和教學，並對本港小學中國語文的課程和教學作出改善的建議。
This study employs questionnaire and sampled interviews to survey primary four and six students from nine schools in Hong Kong and explores their views of the subject of Chinese Language. It hopes that such an inquiry of the primary Chinese Language curriculum and instruction from the students' perspective can provide recommendations for the improvement of the primary Chinese Language curriculum and instruction in Hong Kong.
[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Associationl is the property of Hong Kong Teachers' Association at http://www.hkta1934.org.hk/]

學習語文必須由基礎開始，循序漸進，因此，幼稚園的語文學習絕不容輕視。本研究從幼稚園教育工作者的角度出發，探究（一）香港幼兒文學作品的特點；及（二）幼兒文學在幼稚園教學中發揮的作用、困難及解決方法。本研究共發出180 份問卷予幼稚園教育工作者，並深入訪問了14 位幼稚園教育工作者。研究發現幼稚園教育工作者認為幼兒文學作品最重文字淺白、圖畫顏色悅目及人物造型生動，現時香港的幼兒文學作品雖能符合被訪者的期望，但其對幼稚園教學的作用則受到家長的重視程度、學生的閱讀興趣、良好作品的數量、教師的觀念和學校經費所限制。
Without concrete language foundation, children will find it difficult to use language as tools for learning when they grow up. Mastering of language abilities should therefore start progressively from elementary education. Language learning in kindergarten should not be neglected. The present study, from kindergarten educators' perspective, focuses on (1) characteristics of children literature in Hong Kong; (2) their functions and application in kindergartens. 180 questionnaires were distributed among kindergarten educators and 14 kindergarten educators were interviewed in details. It is found that simple words, colourful pictures and attractive figures were 3 important characteristics of children literature. Children literature in Hong Kong can meet kindergarten educators' expectation but its educational functions and application are limited by parents' attitude, children's reading interest, teachers' concept, insufficient children literature of good qualities and insufficient budget of schools.
[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Associationl is the property of Hong Kong Teachers' Association at http://www.hkta1934.org.hk/]