Numerous recent studies have discussed religious education in a multi-religious context. However, few have explored single religion-based curricula in a multi-religious setting. With reference to Hong Kong, this chapter aims to fill this research gap by providing empirical evidence regarding religious education for all students with religious or secular backgrounds in four government-subsidised religious schools. The chapter first examines the social and educational contexts of religious education in Hong Kong. Religious schools have autonomy in implementing religious curricula, whereby both religious and secular teachers and students work together. Second, it introduces the specific settings of the schools, investigating religious education from a single-religion perspective with educational contents concerning moral and values education. Finally, the chapter explores the practices implemented in the schools, emphasising the special position of the sponsoring bodies of religious schools and their autonomy in curriculum development regarding religious education.
[Copyright © 2018 Symposium Books.]

「用普通話教中文」（普教中）是香港近年基礎教育的中國語文教學新趨勢，課堂的教學媒介語由粵方言（香港人的母語）轉為普通話，同時尚有獨立的普通話科教學，且並不視為母語教學，給判別為第二語言或介於第一二語言間的語言教學。 「普教中」既構成了多方面的困境，也出現了教與學發展的契機。學生、教師由早期對「普教中」的抗拒、不適應，至近年的接受並在教與學方面的素質不斷提升，實超出教育當局、語文教育工作者的預期。多年來，先導者在「普教中」園地裏的開墾和建設，不同層次和角色的語文教育工作者所開展的各類教學和研究的探索，皆以期提升「普教中」這新語境中的語文教學效能。各方先導者積極開發的元素，由實證行動而來的經驗總結，可提供予開始了或仍未開始「普教中」的學校和教師參照和啟示。 「促進評估的學習」是20世紀80年代以後基礎教育改革的世界性取向，在教學實踐中，課堂上的提問、回饋是重要且有效促進學生學習的評估策略。本研究通過觀察及分析一位教師同時任教同一級「用普通話教中文」及「用廣州話教中文」兩班學生的課堂實踐，比較分析教師在「普教中」和「廣教中」不同教學媒介語的影響下，語文課堂的提問和回饋策略的異同，以檢視及提煉「普教中」的有效提問和回饋策略。
[Copyright © 2017 中華書局(香港)有限公司.]

「情」是香港中國語文科課程的重要元素。「情」是指情意。在中國語文科進行情意教學，是具深層的意義，因為它是一種中國文化的傳承。情意教學的目的是培養學生認識和欣賞中國文化和文學：培養學生品德情意。但要實踐這目的真是談何容易！教師在情意教學遇到不少的問題。本文從教材、教法和評估方面提出優化情意教學的建議，教師可運用「情意教學法」，突出文本的「情」與「趣」，為學生建構情境，設計情意活動，進行師生感情交流和對話，加強學生的「感知」和「思辨」的能力，從而達到移情作用。
[Copyright © 2017 中華書局(香港)有限公司.]

本文以敍事研究的方法，分別對中國內地和香港地區的兩所國際文憑 (IB) 學校的課程負責人進行採訪，並對採訪內容進行敍事分析，以求還原學校申請成為IB世界學校、以及實施IB課程的具體過程，從中觀察IB學校在中國所面臨的問題、探討這些問題的前因後果、總結問題的解決方法。希望通過重現和回顧帶來反思，促進發展。
[Copyright © 2017 中華書局(香港)有限公司.]

隨著97回歸，普通話科成為香港中小學核心科目。世紀之交，語文課程重組，中、普兩科同被納入「中國語文教育學習領域」，「普通話教中文」更訂為語文課程的長遠發展目標。在「普教中」情境下，中、普兩科內容的重合更形突顯。除了聽、說範疇的教學目標和重點相若，兩科的朗讀訓練及拼音學習也難以明確分工和配合。本文從語文課程發展和規劃的層面出發，探討普通話科在這過渡期間，可以如何回應教學形勢的需要，在新階段的語文課程中有效蛻變和重生。
[Copyright © 2017 中華書局(香港)有限公司.]

中國語文科課程改革後，香港的中國語文教學法亦從傳統的直接講授，變得多樣化，其中影視教學因未曾為教師充分掌握，難以發揮最大的教學效益。本文嘗試探討影視的語文教學功能和利用影視進行語文教學的策略，並就中國語文科的九大學習範疇，分別舉出結合影視的語文教學設計，期望能令教師更有效地利用影視進行中國語文教學。
[Copyright © 2017 中華書局(香港)有限公司.]

為編製一冊以歷史人物為題材的讀本，供非華語讀者閱讀，製作團隊遇到巨大挑戰。本文報告部分製作經驗，並通過語料分析的檢測結果，探討有關中文二語閱讀材料的遣詞用字問題及其教學啟示。檢測發現：（1）一些表達政治、軍事、倫理和道德概念等的慣常用語，並不容易改寫或詮釋；（2）製作初期恐怕會太深太難的詞語，不少都在香港小學學生學習的字詞範圍之內；（3）漢字數量繁多，有些字形看起來大同小異，加上不同電腦字體的筆畫變異，可能困擾非華語學習者，值得正視。
[Copyright © 2017 中華書局(香港)有限公司.]

The world is increasingly recognising the importance of addressing key issues such as climate change, environmental protection and clean air and water through initiatives such as Agenda 21 (United Nations, 1993), and the Sustainable Development Goals (United Nations, 2016). In 2013 Hong Kong Institute of Education launched a one-year full-time Master of Arts in Education for Sustainability degree, targeted at an international audience. The program is an educational innovation that seeks to graduate students who will reform the contemporary world. The first cohort commenced in September 2014, and this research investigates the motivations of students who enrolled in the first three cohorts of the program, particularly • where the students come from • their undergraduate background • their reasons for enrolling in the program • what they learned from the program • where they are now • whether the program changed their career directions. All students enrolled to date were to complete a questionnaire that addressed the above questions (approximately 100 students). Their responses were analysed thematically and provide insight into the role of the Masters degree in developing graduates' abilities to reform the contemporary world. This is particularly important in the Hong Kong SAR and China because most graduates come from mainland China, and China recently released its 13th Five-Year Plan on Education Development (CPC, 2017). The Plan defines the requirements for implementing ESD at all education levels in China for the next five years. This paper reports on how well prepared the students feel to work towards these goals in China and elsewhere.