香港教育改革在「三三四」改制的建議下，首輪的課程改革將會同步實施，「新高中通識教育」將成為必修科目。隨著課程的轉型，教統局預測，「新高中通識教育」將來在全港推行後，任教該科目的教師將增至三千二百人。全港現時約有三百名教師任教高補程度通識教育。因此，很多現時任教「個人、社會、人文科」範疇內的教師及任教經濟科、經濟及公共事務科、歷史科（中國歷史及世界歷史）、地理科各學科的教師都或需要轉型任教「新高中通識教育」。這批教師需重新接受「新高中通識教育」的再培訓。在三三四制首輪諮詢期當中，教師及辦學團體紛紛提出不同意見，主要針對下列七方面：（1）新高中通識教育的課程內容；（2）任教新高中通教育的教師再培訓的要求；（3）新高中通識教育的教學法；（4）新高中通識教育的評估方法與分級；（5）學校行政與新高中通識教育科推行的配合；（6）新高中通識教育學生人數與教學效能的關係；（7）新高中通識教育的教學語言與學習成效。有見及此，本文將會從以上七方面進行初步探討。
In the recent round of education reform in Hong Kong, the 3+3+4 proposal was introduced. However, the introduction of Liberal Studies as a compulsory core subject has become quite a hot topic of debate. The Education and Manpower Bureau predicted that the change will affect more than 3,200 teachers who will be teaching the new subject. This paper aims to review the development of the subject over the past years and explore the possible challenges that teachers might face during the implementation process. These included (1) the content and structure of the curriculum; (2) the demand for re-training teachers; (3) the pedagogy of Liberal Studies;(4) the assessment and grading of project learning work of Liberal Studies; (5) corresponding changes in schools' administrative procedures to support the implementation of Liberal Studies; (6) the relationship of class size and teaching of Liberal Studies; (7) the relationship of medium of instruction and the teaching of Liberal Studies. Finally, recommendations are suggested.
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

運動對青少年成長有深遠的影響，香港地小人多，發展體育教育有一定困難，不過我們總需要有一個開始。筆者相信體育課程是教育下一代保持身心健康的重要資源。希望透過體育課程改革，我們可達致以下三大期望：1.體育科改革定要以學生為本，除使學生有健康的身體，也應令他們有良好的體能及肌肉協調。這樣，他們才有精神、體力自主學習，擁有積極的人生觀和正確的生活模式；2.新課程要著重透過運動培育學生的合群性及與他人合作的能力，使學生透過了解、參與、觀看體育運動，學會欣賞體育美態、體育精神、體育道德；及3.培養學生對終生運動的興趣及能力，建立學生正確的態度，經歷愉快的、多姿多彩的運動過程，從中養成持續體育運動的習慣、態度及觀念。
Physical Education plays an important role in helping the young generation maintain an active lifestyle and good health. In a densely populated city like Hong Kong, sports development and Physical Education programmes can hardly be developed without the support of schools. We believe the Physical Education Curriculum needs to be reformed to achieve the following aims: 1. Develop an active lifestyle and acquire good health, physical fitness and bodily co-ordination; 2. Promote the qualities of desirable moral behavior, cooperation in communal life, ability to make decisions, and foster an appreciation of aesthetic movement; 3. Develop motor skills and acquire the necessary knowledge and understanding in physical and sport activities for nurturing positive values and attitudes towards an active and healthy lifestyle.
[Copyright of Journal of Youth Studies is the property of The Hong Kong Federation of Youth Groups at http://yrc.hkfyg.org.hk/]

體育旨在幫助青少年建立活躍和健康的生活方式，有關如何激發運動興趣、培養體育學習內部動機顯然十分重要。本研究調查了香港20間學校共1200名中二、中四及中六學生，通過結構公式模型分析，確定「鼓勵合作」能有效提升學生的「能力感」、「自主感」和「關係感」，並進而加強其體育學習「內部動機」。
Physical education (PE) seeks to help adolescents develop an active and healthy lifestyle in which cultivation of an intrinsic interest in sport and PE learning is important. This study investigated 1200 Secondary 2, Secondary 4, and Secondary 6 students from 20 schools in Hong Kong. Structural equation modeling analysis revealed that a "cooperative learning climate" promoted perceived "competence", "autonomy", and "relatedness" that in turn enhanced "intrinsic motivation" in secondary school PE.

在新高中學制改革中，最引起公眾討論的是新設立的通識教育科。它成為了四個必修科之一。從表面來看，這個學科的目標是與整個教育改革的理念很配合，但是如果我們仔細地分辨，不難看到設立這個必修學科的理據，以及內容選取上，都有不足的地方。而更令人關注的是不少中學在政府的宣傳攻勢下，紛紛地在初中階段，設立通識教育科。這種一窩蜂的舉措如果是未經深思熟慮的話，可能會帶來很多負面的影響。
Liberal Studies has been designed as one of the four compulsory subjects of the new senior secondary curriculum. The aims and objectives of this "new" senior secondary school subject are, on paper, in line with the essence of the current educational reform in Hong Kong. However, a close review of its development and proposed contents reveals that the rationale for establishing this integrated subject and the content coverage are far from convincing. What makes the situation even more worrying is that the promotional strategy of the Government for establishing this subject has been so powerful and successful at some schools are creating a "liberal studies" subject in their junior secondary curriculum without careful consideration of the potential adverse effect of such a move.
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

世紀之初，港滬分別推出中國語文課程指引和課程標準。本研究是比較兩地的初中中國語文科課程。目的是：1. 比較兩地初中中國語文科課程內容的異同。2. 為教育當局日後修訂中國語文科課程提供意見。理據是以課程論和學科論為基礎。研究發現：兩地的語文課程定位、 課程結構、學科性質、課程取向及學習目標，教材組織、選材原則及教材編寫，教學原則、元素及要求，評估目的、功能、方式與方法等，都有不同程度的差異。
In the beginning of a new century, a brand new Chinese Language curriculum guide and referencing criteria have been implemented in Hong Kong and Shanghai respectively. This study aims to compare and contrast the junior secondary Chinese Language curriculum in these two regions. In the meantime, this study tries to shed light on its future development and provide insights for the education policy makers. Based on the disciplines and curriculum theories, variations are found upon different areas including standards setting, curriculum structure, nature of disciplines, directions and learning objectives; organization, selection and compilation of teaching materials; teaching principles, elements and requirements; and the assessment aims, function, forms and methods.
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

香港在2000年的教改中，強調學生學習能力的全面提升，提出重點培養學生的九種共通能力，其中一種是創造力。很多教師誤以為創造教學是指在課堂上多遊戲、多比賽、多弄些花巧的活動，他們不了解創忠所指的各種智力發展，甚至涉及多元智能理論。本文重點報告一個創意寫作系列設計的嘗試，針對初中寫作教學訓練。設計時要考慮到寫作時學生的心理狀態，寫作教學的目標，不同文體的訓練和各種智力的發展等因素。
The Education reform launched in Hong Kong in 2000 recommended highly the enhancement of students' learning skills. Nine generic skills were identified. Creativity is among one of these nine skills. It was found in surveys that many teachers did not fully understand the theory of creativity. They equated games, competitions and some flashy activities in class as "creativity". They failed to understand that creativity is related to cognitive development, and even to multiple-intelligence. This article reports the design of a writing series for junior secondary students. The design takes into consideration the psychological development of adolescents, writing objectives, the genres in writing and the development of different thinking skills.
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]