中國古代文論，又稱中國文學批評，以中國傳統的文學理論及批評為研究對象。《四庫全書》集部列有“詩文評”，著錄的是古代詩文理論及批評的著作。 中國古代文論與古代文學創作密切相關，其所針對的是中國古代文學現象及作品，是對歷代文學傳統的理論總結，形成了一套理論範疇及審美命題，如風骨、神韻、興趣、妙悟、意象、意境、詩言志、文如其人、以意逆志、意在言外、情景交融等。而這些範疇及命題又對古代作家的創作具有指導意義，是中國古代文學的觀念基礎。 如西方古典詩歌理論的主軸是“模仿說”，關注的是作品與客體的關係，而中國古代詩論的主軸是“詩言志”，關注的是作品與主體、即詩與作者的關係，由此產生了“詩如其人”、“以意逆志”、“知人論世”等創作觀及作品評鑑的方法論。 在文言文教學中，教師瞭解中國古代文論的特徵及傳統，吸納中國古代文論的理論範疇及價值系統，可達到深化對中國古典作品的理解的教學效果。本報告將結合指定文言文範文，對此做分享。 Copyright © 2022 香港教育大學中國語言學系.

The Education University of Hong Kong has launched various animation projects, such as "Jockey Club From Words to Culture Programme: An Animated Way to Learn Chinese", "The Animated Chinese History for Curious Mind Project" and "The Life and Values Education Animated Series", to enhance children's interest in learning Chinese language, history, culture, developing their moral characters and positive values through learning the good deeds and achievements of the figures. Past studies have shown that animation teaching can enhance local children's language ability and interest in learning, and is even more effective in developing children's moral values. In this study, students from the Education University of Hong Kong adapted animation materials to suit the age and language proficiency of NCS children. The students used animation as a novel way to teach NCS children. NCS children from four social welfare organizations and schools were used for four to six weeks of intervention. The research questions include (1) How to adapt the animation materials for NCS children? (2) Does the language ability of NCS children improve through teaching with animation? (3) Does the interest of NCS children in language learning improve through teaching with animation? In this way, the features of the teaching materials and pedagogies that can effectively enhance the learning of the Chinese language and culture of NCS students are also summarized in this study. Copyright © 2023 ACEID.

香港的中文作為第二語言教學的課程，除了由大專院校開辦的對外漢語課程及國際學校提供的中文課程外，還有近年備受關注的面向非華語學生（Non-Chinese Speaking Students）的中文課程。本文旨在評介香港非華語學生中文課程的實施狀況及其特色，通過對有關文獻及統計資料的考查與分析，探討當中的教學困境與對策。研究針對目前非華語學生中文教學在課程、評估及師資方面的不足展開論述，建議當局考慮從以下三方面加以改善：一、改革課程設置，重新審視對非華語學生的語文教育政策，積極考慮另設一個適應非華語學生學習需求的中文課程，與本地華裔學生的中文課程雙軌並行；二、優化評估機制，建立適用於香港本地的中文作為第二語言能力的評核基準，客觀反映非華語學生的中文學習進度和能力水平；三、加強校本支援及師資培訓，針對目前非華語學生中文教材不足、教師工作量大的情況，增撥資源加強校本專業支援，並與大學及研究機構合作，提供合適的教師培訓及開發教材資源等，以改善目前的教學困境，提升教學成果。In Hong Kong, there are mainly three kinds of curriculum in the field of teaching Chinese as a second language (TCSL), namely the Mandarin Chinese courses run by the tertiary institutions, Chinese curriculum offered by international schools, and the Chinese curriculum for the Non-Chinese Speaking (NCS) students. Through the analysis of documentary materials and statistical data, this paper aims at giving an overview of and discussion on the historical background and development of Chinese curriculum for the NCS students, as well as to investigate the challenge and measures followed by its implementation. It reveals that there is still inadequacy of the on-going curriculum implementation process in the aspect of curriculum planning, assessment system and teacher’s training. The research proposes that the government should consider making improvement in the following ways: firstly, the government should have a review on the language education policy for the NCS students, re-consider to plan an independent Chinese curriculum which tailors to students’ specific learning needs; secondly, modification of the assessment system should be made, a new Chinese language proficiency test system designed for the NCS students is required in order to assess students’ learning progress and the actual level they have attained; thirdly, measures should be taken to give professional support for school teachers, encourage teachers to design NCS Chinese curriculum together with educational experts from tertiary institutions, hoping to reduce teacher’s workload

This paper reports a case study of teaching Cantonese to Hong Kong ethnic minority pre-schoolers using process drama. Based on Deleuzo-Guattarian concepts of minor literature and language, becoming and de-/re-territorialisation, this paper aims to reconceptualise a playful adaptation of process drama developed by Joe Winston (Citation2012) as a language-minoritising approach to the teaching and learning of a major language that is very foreign to children. The findings suggest that, to accomplish ethnic minority children’s becoming Cantonese speakers, the theatre games and language play should involve minoritorisation and de-/re-territorialisation of the normative practices of process drama, the target language as well as learner identity. Copyright © 2023 Pedagogy, Culture & Society.

傳統的語文教學側重以期末考試形式來評估學生的學習水平與成效，但在這種模式下，學生只是被動地接受評估，未能積極參與學習並進而反思所學。教師可嘗試在語文教學中運用同儕評估的方式，提升評估過程中的雙向性與互動性。通過在香港中學普通話科進行的教學實驗，發現學生多能借此提升對評估要求的認識，並據以檢討和改善個人的口語表現，可見同儕評估有助提升教學成效，值得在語文學科中加以推廣。 Copyright © 2017 廣東教育出版社有限公司.

Narrative writing task is the foundation of learning how to write, and it is also frequently used in the writing assessment. This study is intended to map Primary 3 and Primary 6 students “writing performance features” reviewed in Territory-wide System Assessment (TSA) Chinese writing assessment in Hong Kong. By analysing students’ writing performance as reviewed in the TSA Chinese writing assessment, we can get a glimpse of the language features and linguistic characteristics of the students and their development. The result of the analysis tries to enrich and improve Chinese language teaching and learning of Chinese writing in Hong Kong. The research findings showed and proved the hypothesis that a “Good Performance” Chinese narrative writing in TSA has a more complete narrative schematic structure than that of a student who is “Reaching Basic Competency” in TSA. Texts written by Primary 6 students and students with Good Performance contain a larger number of and diversity in transitivity terms indicating not only material processes but also mental processes and reflect good context cohesion. Copyright © 2019 selection and editorial matter, Mark Shiu-kee Shum and Peter Mickan; individual chapters, the contributors.

For the past two decades, a significant number of ethnic minority students from diverse racial, cultural, linguistic, and religious backgrounds have entered Chinese language classrooms in Hong Kong for the first time. Simultaneously, Chinese language teachers have come under criticism for their lack of understanding of diversity and their failure to integrate ethnic minority students academically and socially. However, there is little research on how these teachers can transform their educational beliefs, teaching techniques, and attitudes toward diversity and inclusion to respond effectively to the drastic changes taking place in their professional work. This study examines how a group of Chinese language teachers employed translanguaging as a social justice strategy to address the challenges of teaching minority students in a monolingual and assimilative educational setting in Hong Kong. Classroom observations show that teachers enacted a translanguaging stance, using students' familiar semiotic resources to make their teaching more inclusive and equitable for ethnic minority students from low socioeconomic and religious backgrounds. Teachers reported becoming more aware of diversity in the classroom as well as of the social inequalities and racial discrimination outside of school. The study shows that criticism has been unfairly levied on Chinese language teachers in Hong Kong, who should not be held responsible for the social problems hindering ethnic minorities' social mobility. Research should include a decolonial perspective to legitimize translanguaging as a social justice strategy for more transformative praxis in the education sector in postcolonial Hong Kong. Copyright © 2022 Springer.