Teachers' implicit theories of creativity were elicited by requesting 204 Hong Kong primary and secondary school teachers to list the characteristics of either creative or uncreative students. Their responses, an average of about 4 to 5 creative or uncreative characteristics by each teacher, were categorized into 42 creative and 33 uncreative attributes, traits, or trait adjectives. The most frequently mentioned creative attributes were "imaginative," "always questioning," "quick in responding." "active," and "high intellectual ability," whereas the most frequently mentioned uncreative attributes were "conventional," "timid," "lack of confidence," and "conforming." Unlike results of U.S. studies, this study yielded findings that suggested that Chinese teachers regarded some characteristics of creative students as socially undesirable and other characteristics as associating highly with intellectual functioning. Cultural differences on the perception of creativity in students are discussed.
[Copyright of Creativity Research Journal is the property of Lawrence Erlbaum Associates. Full article may be available at the publisher's website:
http://dx.doi.org/10.1207/s15326934crj1203_3]

This paper reports the findings of a study that aims to enhance a better understanding of the Hong Kong Institute of Education teacher trainees' attitudes and

The paper reports a study that aims to reveal a more accurate picture of the strength and weakness of the primary school learners in selected topics in science. Reportedly, primary 3 and 6 pupils were interviewed with questions on the topics of reproduction, electricity, and light. This paper concludes with implications of pupils' performance on teaching and learning.

The paper reports a study that aims to compare Hong Kong student teachers' perceptions of the aims and objectives of their teacher education courses with the aims and objectives stated in the official course prescriptions. The results suggest that the two do not align because the students view education as a product and fail to recognize the importance of the overall education process.

作者通過分析1980-1991年香港中學中國文學科會考試題內容，一方面探求文學科教學目標與公開考試試題的關係；另外，作者也對如何可以測量情意教學目標，作一初步的探索。作者認為，評估學生文學科的學習成果，以測量學生在文學方面的情意發展情況，歐用生所談的課程評鑑策略和技巧，值得參考。作者的分析顯示，無論從課程目標或情意領域目標分析，試題中考核學生情意方面的不多。作者認為這是受公開考試的功能和性質的限制，但太偏重認知方面的考核，以至未能將本科的質顯示出來。因此，作者提出文學科會考，能否參考中國語文及文化科，加入讀書報告、口試等形式，以進行情意領域目標方面的考核。（何文勝整理）

作者的研究目的在探討學生自學中文的能力。研究方法以修讀中文基礎課程的大一學生中選出自學組和上課組作比較。結果顯示：兩組的學習動機、學習過程表現及學習成績的分別不大。作者認為學生自學中文的自覺有待提高；學生能模索出一些自學方法或策略以達成學習目標；自學中文的能力較強的學習興趣較為持續和主動。（何文勝整理）

In this paper, the authors explain the background of the study, the data collected, the analysis used, as well as the results, and then present conclusions and recommendations, especially in the areas of school policy, curriculum revision, and teacher input. The authors expect that this paper would add to the body of professional knowledge about pupils' attitudes toward technology in Hong Kong.

In this paper, the feedback about teachers' perception of the "Center for Resources and Understanding of Cross-curricular Instruction and Learning" (CRUCIAL) from about 150 students was analyzed and described by the authors, who point out that the principle was to use computer networking to support curriculum enhancement, resource sharing, and access to remote databases and to improve local education from primary to secondary level.

此文是一個調查研究報告。研究採隨機抽樣方式，在大陸、台灣、香港和澳門54所中學進行，以語文測試的方式評定共2426名初中學生的語文應用能力，比較上述地區學生表現的差異，並調查最受這些學生歡迎的課外讀物。調查資料可作檢討語文教學的參考。（馮吳淑瑩整理）