This comparative research was designed to investigate the knowledge on the occupational abilities of 1345 secondary school physical education teachers from Hong Kong (n=513), Beijing (n=151), Shanghai (n=174), Guangzhou (n=192), Fuzhou (n=131) and Suzhou (n=184). The results indicate that the ability of teaching, organizing, training, and self-study were consistently considered as the most important factors for the secondary school physical education teachers. The physical education teachers from Hong Kong paid more attention to the ability of self-study than those from Inland China. Teachers from both Hong Kong and Inland China did not pay much attention to research and aesthetic abilities.
[Copyright © 2001 The Hong Kong Institute of Education.]

筆者於1998年暑假協助香港施達基金會在雲南省景洪市訓練49位未獲專業資格的鄉村教師。從學生的良好反應中獲得教學上的極大的喜樂和滿足，由是得到啟發：教育喜樂之源，在乎無私受心所引發學生的敬重和積極回應。此外與國內鄉村教師之貧乏和犧牲精神比較，感觸良多，深感香港教師更應先勉，努力教育，故撰文與各位分享。
[Copyright © 2000 朗文香港教育.]

寓言是隱含明顯諷喻意義的簡短故事。一般論者皆認為寓言是極佳的語文教材，因為寓言具故事特質，情節和人物角色可以吸引喜愛故事的兒童，提高兒童的閱讀興趣。其生動的文字，活潑的人物，往往能打動兒童心靈，樂於閱讀，從而豐富詞彙，提升語文能力。而故事隱含深意，有豐富的教育意涵，能培養兒童的品德，讓兒童透過故事具體理解做人的道理，體驗各種社會行為，在潛移默化中獲得道德價值的培養，建立是非善惡的標準，這不僅具有道德教化意義，更能啟發兒童的智力，提升兒童的思維能力，並激發其觀察力和想像力。故此，「烏鴉喝水」或「揠苗助長」等希臘伊索寓言和中國先秦諸子的寓言，皆是語文教科書的寵兒，除了古典寓言外，尚有以當代生活為素材創作的寓言。 教材是教學能否成功的主要因素之一，其素質的探索實有助語文教學效能的提升。本文以香港和台灣現行課程的教科書中的寓言篇章為研究對象，就其內容取材、主題、結構和敘述方式分析，展示寓言篇章的素質，探討其“藝術性”、“思維性”、“趣味性”及“語文教育價值”。

This study compares the development and placement of teacher education within the tertiary education in Japan and Hong Kong. Historically both places initiated formal teacher education separate from university training as part of binary systems, and later moved teacher training into the university secotr. Both places retain mono-technical teacher training institutions along side teacher training within comprehensive universities. Both societies are involved in major educational reforms in order to respond to the economic challenges of globalization and current social ills attributed to shortcomings in the educational system. These reforms are closely linked to improving the quality (knowledge, skills and attitudes) of teachers. At the same time, demographic realities have significantly lowered the demand for teachers in both societies, and both governments are under pressure to reduce the scope of teacher education programs, primarily through institutional consolidation. Research on mergers indicates that these processes are more costly than usually expected, and may not result in the economy and efficiency that often drives the process to begin with. This paper concludes that is important to initiate merger processes with care, and not to sacrifice other important goals (such as innovative approaches to the production of high quality teachers) in the course of consolidation.