Curriculum change in Hong Kong usually involved subject revision rather than curriculum framework consideration. Subject revision may improve the learning of the subject knowledge and enable a more effective teaching or assessment. However, such changes do not touch on the element of students' behaviour and attitude. Civic education in Hong Kong is implemented through subject contents of Arts and Crafts, Music and others, but the main burden of civic education is still on the subject General Studies. It is obvious that civic education at the moment is not effectively implemented in the primary schools, otherwise it cannot explain the increasing deviated behavioural problems among primary and secondary students. Reports on problems faced by school counselors suggest that it is time to rethink the curriculum structure of the primary school in Hong Kong at least for the betterment in civic education. The present civic education in Hong Kong primary schools is usually implemented by a) extra- curriculum activities, b) issues in the studies of general studies like drug education and sex education, c) seminar conducted by schools, d) assembly during school hours, and e) visits outside school hours. However, many of these involvements are passive and a more active learning process for the students in terms of their attitude is desired. As there are many constraints in the primary education, for example, bi- sessional mode is one, the inclusion of Drama in education is one feasible possibility as it enables students to participate actively in the learning process. The mode of operation of Theatre in Lducation in Hong Kong is mostly drama delivery to school plus one follow up discussion or drama workshop and games conducted by tutors employed by the subsided theatres. The workshops offered are usually performance linked, that is, related to a product like annual Parents' Night. Though there are certain encouraging effects for the students in terms of the building of their personality

Educational Technology has long been a major component in the teacher education programme in Hong Kong. However, its application in actual classroom teaching is very limited. Recent studies in the science teaching in secondary classes and the trend of using instructional media in primary schools in Hong Kong revealed that the types of media being used are limited to those traditional ones. Textbook, blackboard and printed text materials remain the dominant instructional media in current practice of teaching although there are varieties of other choices (Yeung et al, 1996; Li et al, 1999). Other traditional media such as photos, graphics, OHTs and video were used occasionally and were mainly used as information delivery aids in a teaching process. Reports on the use of computer technology were rare. This phenomenon of limited use of technologies and little use of computer technology in teaching may have relation with the general adoption of directed teaching strategies by most teachers currently or may be a result of insufficient preparation in initial teacher education programme. Teacher educators have been being too emphasised on the teaching "about" technologies- the skills for operation of -equipment and computer software rather than the concepts and knowledge of their applications in real learning situations. That is how teachers and students teach and learn "with" technologies. This study aims at verifying the effects of a new teaching approach in which portfolio was used as a guide, a record and a monitor of the learning process of the revised technology competencies for teachers in a group of pre-service teachers in a primary teacher education programme. A conceptual framework that governs the design of the revised competencies was also established and will be discussed in this paper. Preliminary investigation shows positive result in the acquisition of concepts, ideas and skills in the newly revised technology competencies.

Outdoor education, a general term describing the use of resources (including both natural and artificial environments) outside the classroom, has long been considered a method to improve student learning (Knapp, 1996). It is a popular teaching and learning tool in environmental education due to its anticipated effectiveness in promoting students’ pro-environmental behaviour, knowledge and positive attitudes towards the environment (Rickinson et al., 2004).

課堂學習研究是一種校本行動研究，主要由同科同級的教師針對學生的學習難點，以變易理論為指導設計教學方案，並由不同教師輪流施教、檢討教學成效並提出改善方案。課堂學習研究不但有助於教師的專業發展和提升，而且還利於推動校本課程的開發，包括加深教師對學生學習情況的了解，對現有教學內容和教材進行客觀驗證和有效調整以及激勵教師開發和嘗試新的教學方法和策略。

香港教育學院兒童研究與創新中心在2013年獲優質教育基金資助，推行為期20個月之《建立學校網絡支援幼兒「問題-探索-經驗」建構學習模式的校本發展》計劃﹝下簡稱問題-探索-經驗」計劃﹞，期望蒐集幼兒學校推行建構學習之資料，經過分析及綜合，總結出實踐知識，以惠及幼教界及學術界。是次計劃得蒙20所幼兒學校不同程度的參與，分別在教師專業發展，學習社群文化建立，建構學習課程及教學發展方面提供寶貴資料及數據，對優化幼兒教育及深化教育研究極具意義。 本書集結部分是次計劃蒐集到的課程與教學實踐資料，以課題資料及焦點問題探究案例展示，提供建構學習的實例，並提出是次計劃資料的初步分析，分享實踐成果，作為推行「問題-探索-經驗」建構學習的教學指引。