本文討論在公開考試的框架下，如何邁向教改和新通識科的課程目標。以1994-2005年的高級程度通識教育科會考考試報告作為研究對象，本文嘗試找出公開考試的實際評分標準，並分析這些評分標準如何指導通識科的實際教與學經歷，討論教師和學生應如何面對和處理公開考試，以更有效地讓通識科的課程目標在學生的學習經歷中得到貫徹。
This paper discusses the question of how to achieve the curriculum objectives of the NSSLS subject within the public examination framework. Through studying the 1994-2005 AS Liberal Studies examination reports, this paper attempts to examine the actual grading criteria of the past LS examinations, and to analyze how these grading criteria have shaped teachers' and students' actual teaching and learning experiences. It then discusses strategies that teachers and students could adopt, in face of public examinations, to more effectively facilitate students' actual learning experiences that are in alignment with the LS curriculum objectives.
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

問題為本學習法是一種培養學生掌握學習技巧的教學法，本研究應用問題為本學習法在中六級的通識教育科中，評估其成效。教學過程共分四個步驟：探究、預備、教學、評估。文中除了學生對學習的反思外，亦加入了筆者對教學的反思。
Problem-based learning (PBL) helps students develop the attitude, strategies and skills of self-regulated learners. The main aim of this paper is to assess the effectiveness of the PBL in the Liberal studies lesson.
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

"Reading to learn" has been one of the four key learning strategies in the curriculum reforms implemented by the government (CDC, 2002). Local schools have strengthened reading across curriculum and the teaching of reading strategies. However, apart from integrating reading as a component of curriculum, most of the schools ignore the other functions of reading. Inspired by the theory of Bibliotherapy, a reading program is launched as a strategy to communicate with misbehaving students in a local secondary school. The objective of this study is to find out if Bibliotherapy has a positive effect on a misbehaving student, when implemented by a content subject teacher. Understanding the role of reading inside and outside the classroom, and mastering the strategies of teaching reading should be a professional competency of all local teachers. The function of reading outside the regular classroom will be explored in this paper. How a teacher brought his teaching professionalism into full play by applying reading instruction for correcting a student' s misbehavior will be investigated as well. The results in the study clearly show that reading can improve a student' s behavior because it can help the student to shift from cognitive knowledge to consciousness of awareness and reflective attitude by making analogy between the reading topic and his misbehavior. The observation in this study can provide significant reference for the future development of reading curriculum and teacher professionalism.
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

During the past decade, the issue of reading difficulties has received increasing attention in Hong Kong. A recent Education Bureau mandate calls for the development of effective instructional methods based on the 3-tier model to address the diverse learning needs of our students. Following a thorough review of the relevant research literature, we attempted to utilise a peer support learning system both as a Tier 1 preventive reading programme for beginning readers and as a Tier 2 supplementary remediation programme for struggling adolescent learners. Our investigative efforts indicate that the proposed peer support reading scheme shows promise as a preventive procedure for reducing reading failure in beginning readers. However, turning this scheme into a feasible and effective intervention for older students remains a challenge to be resolved by further consolidation and investigations.
近年閱讀困難的問題愈來愈受到關注。教育局倡議應用三層支援模式去處理個別差異。我們認為朋輩支援模式可作為第一層支援小學生優質閱讀的方法，亦可成為第二層支援中學生的小組補救教學策略。初步的研究結果顯示初小班級計劃的成效不錯，但初中的小組輔導計劃所面對的難度相對較高，尚需更多的研發方能成為有效可行的策略。
[Copyright of Journal of Youth Studies is the property of The Hong Kong Federation of Youth Groups at http://yrc.hkfyg.org.hk/]

通識教育科在新高中課程是四個核心科目之一，教師專業發展被視為推行該課程的重要因素。這文章嘗試探討與通識科教師專業發展相關的議題。雖然通識科教師對課程實施有不同的關注，但該科肯定為教師提供機會發揮教師專業能力。這文章對通識科教師的專業知識結構加以檢視，並且把它分成課程知識、學科教學知識和實踐性知識三個類別。另外，通識教育科教師的專業發展有培訓課程、實踐平台和教師網絡多種途徑。
Liberal Studies will be one of the four core subjects in the new senior secondary (NSS) curriculum. Teacher professional development is regarded as an important factor in implementing this subject. This paper is to explore the issues related to the professional development of Liberal Studies teachers. Although the implementation of Liberal Studies stimulates different teachers' concerns, it surely provides teachers with opportunities to demonstrate their competence. The structure of professional knowledge of Liberal Studies teachers is examined in this paper and can be categorized as curriculum knowledge, pedagogical content knowledge and practical knowledge. In addition, professional development courses, practice and teacher network are the possible ways for the continuous professional development.
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

The rationale for this study is that students' views on their own learning play an integral part in their educational journeys. Students' voice has been gaining recognition as a vehicle for cultivating ownership of learning, restoring classroom dialogue, and developing strategies for school improvement. These benefits echo the pedagogical purposes of drama education. This study examines how a group of primary students in Hong Kong relate drama pedagogy to their learning in two curriculum subjects: Chinese Language and General Studies. Working with a group of primary students introduced to drama as a medium of learning for the first time, the researcher seeks to find out what aspects of the drama programme is seen by the students as pertinent to their learning in these subjects. The students generally found the Process Drama units more closely related to the learning in General Studies than Chinese Language. Factors influencing their views include the learning focus of the Process Drama work, students' beliefs about learning in these two school subjects, and the pedagogical approaches previously adopted in their school.
[Copyright of Research in Drama Education: The Journal of Applied Theatre and Performance is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/13569780902868770]