「繪本融合習式方法」為香港幼兒教育日漸普及的一種教育戲劇的教學方式。本文根據讀者回應理論，建立「創意空隙」（creative gaps）的概念框架，提出六種不同面向及程度的創意空隙，以評估教學案中能給予幼兒重新想像、探索和重述故事的機會與可能性。作者提出，教師在設計教案時，應發掘繪本的創意空隙，以選配和編排適當的戲劇習式。本文藉研究幼兒教師與戲劇導師共同設計的20個教案，探討這模式在香港的實踐狀況。結果顯示，教學設計雖未能完全擺脫文本的束縛以開放地讓幼兒參與，但當中的創意空隙能引導幼兒進行多方面故事探索和重新想像。不過，以現實生活經驗來重創故事，討論當中的品德情意與社會議題的表現，卻未見顯著。本研究建議師資訓練多強調有關繪本和創意空隙的分析與應用的知識和技巧。The use of Conventions Approach with picture books has become a popular teaching mode of Drama-in-Education in the early childhood education in Hong Kong. Drawing on the reader-response theories, the author constructs a conceptual framework called ＂creative gaps.＂ This framework includes six aspects and gradations of creative gaps which aims to evaluate the opportunities and possibilities given to children to re-imagine, explore and retell the story in a drama lesson. The author argues that teachers should identify the creative gaps of the picture book when assigning and arranging appropriate drama conventions to teach. Through analyzing 20 teaching plans co-written by preschool teachers and drama artists, the author examines the practice of this drama teaching approach collected from eight preschools in Hong Kong. The results reveal that although the teachers could not totally break through the confinement of the original text for open participation, the creative gaps identified in their teaching plans could support young children to re-imagine and explore the story in various ways. Still, attempts were made to facilitate the children to re-create the story through everyday experiences and to discuss the social and moral messages in the story. In the end, the author suggests that teacher training should put more emphasis on the knowledge and skills about analyzing and applying picture books and creative gaps. Copyright © 2017 Author.

With such advantages as being fun, effective and interactive, game-based learning has become a new trend in education field. In the course Web Intelligence (INT 4029), one of the major difficulties for students to complete the assignment and to meet the achievement of the expected learning outcome is the lack of information literacy skills. To facilitate the development of students' information literacy, the present research developed a game based on an online role-playing platform called MEGA World. Twenty students participated in the project. Pre-questionnaire and postquestionnaire surveys were conducted to collect data concerning the students' attitudes towards the game-based learning experience. The results showed that students believed that game-based learning effectively facilitated the development of their information literacy. Copyright ©2018 Global Chinese Society for Computers in Education All rights reserved.

本研究嘗試探討嚴重智障兼多重弱能兒童是否具備高階思維的共通能力︰創造力、批判性思考能力、解決問題能力。透過文獻探究擬定評估準則，並利用互動故事作為教學策略，進行施教、觀察和評估，以得出結果。研究結果顯示，嚴重智障兼多重弱能兒童一樣具備不同程度的高階思維能力。只要因應學生的學習特性和需要，給予適當的引導和啟發，一樣可以提升這些方面的能力。當然，他們必須經過不斷的練習，及教師採取多元化的課程設計、教學策略和活動來引導學生，才能提升和鞏固其高階思維的能力。 The study examined whether students with severe mental handicap and multiple disabilities had higher order thinking skills: creativity, critical thinking skills and problem solving skills. The students were taught using the strategy of interactive story and the assessment criteria of the three higher order thinking skills were develop through reviewing related studies in the literature, Students' performance in the three higher order thinking skills were observed and rated based on the developed assessement criteria. The results indicated that students with severe mental handicap and multiple disabilities exhibit different degree of higher order thinking skills during the lessons. In teachers could provide appropriate guidance and stimulation based on the characteristics and needs of these students, higher order thinking skills could be developed though repeated practice would be necessary to reinforce the skills.
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新移民學童的母語各有不同，即使他們的母語是廣東話，他們不同的文化背景亦會影響到他們的語言能度不同，詩春桂和寧春岩(1997)認為語言態度會影響教師對學生的態度，相對地，新移民學童對語言的態度又會否影響教師怎樣看他們呢?本研究會採用異語配對/改變裝束測試法(the match-guise techniquc)，探討新移民學童對於第二語言的態度，調查對象共有57名新移民學童，其中20名為同一間小學的小學生，37名為同一間中學的中學生。研究結果顯示新移民學童對不同的語言確存在不同的態度，而學童的語言態度普遍偏好廣東話和英語，同時普遍覺得英語比普通話優勝。
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"雲計算"甫自推出便被認定為︰面向所有普通用戶的計算系統。進入2010年，"雲計算"迅速普及，帶給社會的是訊息資源獲得的便利性及使用率的提高；而為支持者稱道的是其開放性和互動性。"雲計算"與"雲儲存"在工商界、在公共服務領域、在教育界的應用與探索備受多國關注，認為這是一項足以改變未來世界的重大科技發明。本文嘗從"雲計算"對特殊學習需要學童的學程經營的啟示，簡述一所特殊學校將生本學程經營平台轉移至"雲平台"上經營；讓教師、家長、及不同的專業工作者，透過即時、互動的網上協作活動，分享訊息並共參與建構生本的學與教流程。就這實踐經驗，筆者倡議為保障融合生在融入主流教育系統時的學習質素，可考慮為每一名特殊教育學習需要學生建立一個跨專業、跨家校、及跨教育系統的"融合雲"。 When 'Cloud Computing' was first introduced, it was regarded as a computing system for all users. Entering 2010,'Cloud Computing' was widely used and seen as an elevated tool of convenience and utilization to obtain information resources; while from the supporters' perspective, the benefit is the openness and interaction that it brings to the users. Many countries are attracted to both 'Cloud Computing' and 'Cloud Storage'. They thought that this technological innovation will bring huge changes in the future in the aspects of its application and discovery in both the industrial and commercial sectors, public services and education sector. This articles aims to summarize the transformation of traditional 'Student-based' learning platform into 'Cloud Platform' being inspired by 'Cloud Computing' that impacted on the learning process of students with special educational needs. And how the new platform enables teachers, parents and various professional workers to share information and participate in establishing the student-based flow of 'learning and teaching' as well as collaborative activities through instantaneous interactive web-based activities. The information sharing will bring about mutual participation and construction of teaching and learning activities. Based upon the practical experiences, the author suggests that in order to safeguard the quality of education services for integrated students in the mainstream education system, an 'Inclusive Cloud' comprising of interdisciplinary professionals, interactive home-school and educational systems should be constructed for every student with special educational needs.
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隨著特殊教育類別及介入方法的多年發展,有關特殊教育需要的文獻恆河星數,教師很容易迷失在眾多文獻推介的策略,而忽略了在課堂內外,營造正向教學環境的重要性,包括與學生建立有效溝通及良好師生關係。這些返璞歸真建立有效課堂教學的基本要素,在嚴重行為及情緒問題出現時,更能考驗教師及專業團隊的專業操守。核心要素包括:有效溝通、良好師生關係及結構化的課堂規劃,這三個要素在中度智障學校及自閉症譜系障礙學童教學上尤為重要,本文概述香港一所中度智障特殊學校的校本自閉輔導教學計劃,於2014至2016年間開展了「CRS」的教學計劃,「CRS」即代表 : C- 有 效 溝 通 (Communication) 、 R-良好師生關係(Relationship)及S-結構化的課堂規劃(Structure)。計劃主要是針對這三項息息相關的教學原則,利用行政措施及對位的教學策略,進行了對「CRS」的深化探討,並以此作為優化教學的策略,成為學校自閉輔導教學的核心價值。The abundance of researches on intervention methods in special education makes appropriate selection of teaching strategies confirming and sometimes caused the core elements of teaching being ignored. Teachers can get lost easily amongst the universe of research material and methods while forgetting the core education value for creating a positive classroom climate to support students’ learning. These positive support measures include the use of effective communication in building up good teacher-student relationship. These back to the basics of classroom teaching are mastery and effective ways for guiding and testifying good teaching practices especially in the presence of severe behavior and emotional problems. A project named CRS comprising the three core elements of teaching: C - effective communication, R - good student-teacher relationship and S - well-structured classroom activities, was implemented between 2014 and 2016 in a Hong Kong special school for moderate intellectually disabled students. These basic elements are especially vital for the teaching of students with intellectual disability and autistic spectrum disorders. Teaching elements deliberately linked with CRS were set up as administrative guidelines and teaching strategies developed for guiding professional practices to ensure that all school-based autistic teaching programme will be under the scrutiny of these elements. It was found that lessons and activities being planned are more structured and strategically conducted when being applied under the CRS framework.
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網絡教育透過互聯網的交流和學習，將把現今「以教室為中心」的學習模式，推展至全時間、多元體系的學習模式。特殊教育的老師應發展「以學生為中心」的課程，使學生在認知、態度和技能上產生質變。本文介紹的數碼資訊網頁，把網絡時代與教育連接在一起，說明教師應如何創設適合有特殊教育需要學生的科技化學習環境，如何運用電腦科技教育更新教學策略和方法，提升學習效能。本文亦探討電腦網絡教室及網頁的創設和加強師資科技教育培訓，對師資訓練課程作出建議。「天保民學校數碼資訊城」所提供的網上服務共分四類，包括資訊項目、教育項目、綜合資源及通訊功能。將學生、家長與教職員連成一體，使教育無界域，彼此分享知識資源，迎合新時代的步伐。
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要裝備學生面對未來的世界，培養學生成為獨立的閱讀者以達致學會學習是教師非常重要的任務。對於在學習上有特殊教育需要的學生，常規的課堂未必能滿足他們的學習需要，本文展示一個結合元認知和動機理論的認知策略教學方案，倡議學校考慮採納針對性的閱讀策略輔導教學課，以交互教學法結合明確和直接的教學方式教授學生認知策略，讓學生於小學階段即能從小組互動的成功經驗中，建立自信、成為積極的讀者、享受從閱讀中學習的樂趣。 To prepare today's students to face tomorrow's challenge, one of teachers' crucial tasks is to help the students to develop a habit of reading independently aiming at learning to learn. For the students with special educational needs, regular classes may not satisfy their needs. This article aims to share a remedial teaching program design that combines metacognition and motivation theories and encourages schools to use remedial classes that specifically designed for teaching reading strategies for students who are weak in reading. By using reciprocal teaching with explicit and direct teaching of cognitive strategies, primary students are able to experience success via group interaction, to develop their self-confidence, to become active readers and to enjoy reading to learn as early as possible.
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ALL students, irrespective of their learning abilities and medical disabilities, should have access to the principles and practices of mainstream education. This is the guiding principle of equal opportunity in education that has been successfully promoted by the concept of inclusion. This paper identifies a diversity-based approach that requires special schools to look at their provision through the pedagogical, curriculum management and assessment procedures that apply to students of all levels of attainment. It provides a mainstream education perspective and not a special school education perspective. In 2006 a team of teachers from nine special schools in Hong Kong with the full range of classified learning difficulties joined a curriculum development Project called SAME and initiated the writing of one new common curriculum based on mainstream education. (The SAME Curriculum Project, 2008). Then in 2009 they wrote a form of continuous ipsative assessment to cover their common curriculum. The assessment tool called SCALE has been used for the past three years in the nine project schools to collect criteria (CASE, 2009). The results of this cross-school and within-school comparison of student attainment data provide for the first time, insight for schools to review their pattern of curriculum orientation and compare this with other schools with students of similar ability levels. Such information is crucial to inform school in curriculum management planning that will raise the level of student attainment. This paper explains how SCALE was written and explores the emerging data across schools to support yearly school review and planning; it explores the emerging data within school for classes; and it explores the emerging data to support teacher's practices with individual students. 平等教育機會及融合教育的主導原則是所有學生，不管他的學習能力及殘疾為何，應有機會透過主流教育的原則及方法進行學習。本文介紹一種以學習差異為本的教學方法，要求特殊學校透過一種適合所有能力水平學生的課程管理，評估程序及教學方式去檢視學校的教與學，同時以主流教育的視野作為設計的基礎。2006年一群來自九間特殊學校的老師，當中包括不同弱能類別及不用程度學習困難的學生，參加了一個名為融通計劃