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]

隨著教育改革的實踐，本地學校已普遍地推行同儕觀課，怎樣透過校本同儕觀課以促進教師專業發展？本文從分享香港教育學院內相關計劃的經驗和各地與同儕觀課有關的文獻，讓中小學教師分別就同儕觀課程序的安排，以使教師能透過同儕觀課提高教學的效能。
In the era of education reform, most of the local schools are implementing school-based peer observation. How can schools facilitate professional development of teachers by this means based on the innovative experience on related project in Hong Kong Institute of Education and relevant academic literature on peer observation? The author advises school teachers to re-think in these four areas: the arrangement of school-based peer observation, the understanding of the physiological need of the deliver, the use of progress map and the training of observers. There are many ways suggested for schools to raise the effectiveness of peer observation in order to enhance teacher development by this kind of professional activities.
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

中層人員的能力和承擔，對於一所學校的管理和發展有重要的影響。近幾年，本港教育界對中層人員的培訓日漸關注。為了支援小學中層人員的發展與成長，香港教育學院教育政策學系於零五至零六年，舉辦「學校中層人員領導培訓課程」，課程除了有系統的講授外，亦安排學員進行實踐學習。此文是根據幾個學員的焦點訪京和相關文獻，討論和分析實踐學習，其中包括友校參觀、角色扮演和同儕交流等對小學中層人員專業成長的成效。
Middle managers play an important role in the development and management of a school in terms of their capability and commitment. This has gained attention in the education field in recent years. In order to support the professional development of middle managers in primary schools, the Department of Educational Policy and Management ofThe Hong Kong Institute of Education started to offer a middle manager leadership programme in 2005. Altogether 264 participants were trained within 2005 and 2006. In addition to the systematic lectures and workshops, participants had to go through action learning which included school observation, role-play and peer sharing. This paper aims to review the effectiveness of the programme, with special interest on action learning. Based on the empirical evidence from the semi-structured interview, participants reflected that they learned better in the experiential in-service training.
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

香港特區政府進行教育體制政策，並將於2009年開始，在中學逐步推行「3+3+4」學制，其中高中考試 還加入了通識教育科作為必修科要求學生應考。本文欲對通識教育在今天的香港推行的意義進行分，亦試圖 剖析為何遭受到種種批評，並對如何面對種種問題提出筆者的意見。筆者欲指出，在香港推行通識教育有其時代的逼切性，它既是全人教育的重要組成部份，亦用以補足因知識專業化所帶來的不足。論者雖然對應否在今天的香港推行通識教育持正面的意見，但礙於通識教育的性質、要求及考核與傳統的學科有異，他們對如何推行及是否具備條件推行則頗有保留。筆者欲指出，此種種問題確實存在，但並非不能克服。教授此科的教師不應本能地產生恐懼及排斥，而應該理性思考，以開放的態度思考問題及迎接教學卜戶法的轉變。我們不應把政府決定推行通識教育的美意扭曲，以致好事變成壞事，而應欣然接受新教學方法的挑戰，調整自己的意識及強化自己的能力以迎接新環境的到臨。
The Hong Kong SAR Government will process the "3+3+4" new academic structure. Starting from 2009, senior secondary education will begin to have a new syllabus to set Liberal Studies as a core and compulsory subject in the new examination system. In this article, we will study the meaning of Liberal Studies in contemporary Hong Kong society, and we will also try to analyze why it has encountered various comments, and how we can cope with the related issues. The author would like to point out that, there is an urgent need to have the subject of Liberal Studies in contemporary Hong Kong society, because it is an important part of whole-person education in contemporary society. At the same time, it also balances the impact of specialized education. Due to the special nature of liberal studies, it is not too suitable to use the traditional way to assess the performance of students. Critics generally support the goal of liberal studies, but they do worry about the implementation and the supporting condition in enhancing this subject. The author would like to point out that, it is sure that many issues exist, but it does not mean that the issues cannot be solved. The teachers need not have such great opposition; they are advised to have an open mind to think rationally, and to adapt a new way to teach this subject. It is not suitable to distort the good intention of the government, and make the good thing become worse. Teachers are advised to learn a new way to teach this subject, adjust their attitudes, and strengthen their ability to accept the new teaching environment.

「孝」是中國傳統文化中重要道德價值，而宣揚孝道義理的典籍文獻，不勝枚舉。傳統中國社會的蒙學教材，同樣標榜孝道。直至現今香港幼稚園的公民教育，依然強調孝道，可見孝道義理是幼兒教育的重要一環。本文嘗試探討幼兒學習孝道義理的價值，然後分析香港幼兒教育融入孝道義理的策略，並提出其限制與改善建議，以求優化香港幼兒教育學與的成效。
Filial piety is one of the important moral values of Chinese traditional culture and there are many classical writings related to this theme. Filial piety has been stressed in the initiatory text of traditional Chinese society. At present, it is also being emphasized in civic education of Hong Kong kindergarten education. Therefore, filial piety is a vital part of early childhood education. This paper attempts to explore the worth of learning filial piety among children, it then analyzes the strategies of incorporating filial piety in Hong Kong early childhood education. Both limitations and suggestions for improvement will be made in order to improve the learning and teaching of early childhood education in Hong Kong.
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

教統局吸收了推行質素保證視學的經驗，於03年提倡加強學校自我評估，以促進本港學校的發展和自我完善。為了支援本港小學實踐學校自我評估，香港初等教育研究學會舉辦小學學校自我評估的行動研究與分享計劃，為九所小學提供校本教師工作坊，使參與同工們明白以行動研究的態度來實踐學校自我評估。此文除整理文獻資料外，並會介紹計劃的心得，包括：學校校本自評計劃的要點、實踐自評的學校經驗和討論落實校本自評的關鍵等，以供學校同工參考如何進行學校自我評估。
The Education Commission Report No.7 states internal quality assurance should be achieved through school-based management and self-evaluation by schools. Education and Manpower Bureau has sent a Circular Memorandum to all schools on "Enhancing School Development and Accountability through School Self-evaluation on External School Review" in 2003. The Hong Kong Primary Education Research Association has carried out a project titled "Sharing and Action research on School Self evaluation in Primary School", which is funded by District Teacher Network. The project provides school-based teachers' workshops for nine participating primary schools to help teachers learn how to carry out school self-evaluation through applying the processes of action research. This article aims at sharing the experience gained from the project and suggest better ways of implementing school self-evaluation.
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

《香港教育制度改革建議》指出，教育需要培養學生終身學習和建構知識的能力。為提供這些學習經歷，課程發展議會建議在「個人、社會及人文教育」學習領域推行專題研習。這種強調學生主動及建構知識的理念，與建構學習理論相符。本文先簡介建構主義教學的理念及教學策略，然後以中文大學社會學系所舉辦的「社會專題研究比賽」為例，示範建構主義教學的實施策略，以及如何利用電腦網絡進行互動學習，加強專題研習的成效。
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

香港由於經長期的殖民統治、特殊的政治經濟社會環境，形成與內地、臺灣截然不同的文化背景。所以，語文教學的傳統也和海峽兩岸有很大的分別，中學會考中國文學科（以下稱「本科」）獨立成科就是一例。過去三十多年，本科前後經歷三個不同的課程（三代課程），走過一段崎嶇的路，課程仍有很多需要改善的地方。但如果我們能在現有課程的基礎上，通過對本科課程發展從理論到實踐的研究，對本科文學教學的基本理念、課程目標、內容、實施和評估等進行研究，總結歷史和現實的經驗教訓，並借鑒中外文學理論和文學教學的經驗，可以對本科課程和未來高中中國文學的發展方向提出建議，並為在中學中國語文新課程中推行文學教學所遇到的理論和現實問題，找出解決的辦法。本文通過對本科三代課程的反思，而提出對未來第四代文學課程的展望。
Because of the long history of colonial rule, Hong Kong has a special political and socio-economic environment forming a cultural background which is very different from Taiwan and the Mainland. Therefore, the tradition of language teaching is also different from across the Taiwan Strait. The establishment of Chinese literature as an independent subject is a good example.
The syllabus of this subject has passed through three generations. Its development was full of obstacles, and the syllabus is still not ideal and needs improvement. However, if we base on the present syllabus and study the development from theory to practice, we are still able to make suggestions on the future development of the syllabus and Chinese literature education by investigating its basic idea, aim, subject content, implementation and assessment. This may also help to solve the problem of implementing literature education in the new Chinese language syllabus. This study involves rethinking of the third generation syllabus to suggest a future (fourth generation) syllabus.
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

香港的教育要配合著社會的發展而轉型，以切合新的社會現實，與時並進。學生的學習要從以往的教室為限、記誦為本模式，發展成全方位導向、靈活積極、提昇為本的終身活動。本文集中在智能及情感因素的提昇上，探討一些相關的理論，及分享兩所學校努力的經驗。透過改革學校環境和悉心的課程籌劃，可成為全人發展的動力。看來香港學校教育，也實在有條件突破刻板、沉悶和狹隘傳統的局限。
Hong Kong's education has to keep pace with the changing world to meet the needs of the society. Amore flexible mode of education that can transcend mere memorization and the confines of the classroom will be more conducive in nurturing among students lifelong learning aiming at self enhancement. This article focuses on cognitive and affective dimensions of students' development and explores the real experiences of two secondary schools in promoting students' enhancement. It is hoped that the examples covered in the article can illustrate that Hong Kong's education is making steady progress in the direction of liberating itself from the narrow confines of tradition.
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]