背景：香港中文科課程改革提倡以學生為主體的教學，建議教師避免過多採用灌輸的方式。
目的：本研究的要旨有二：(1)探討教師的教學信念類型、教學方式及兩者的關係，(2)教師的信念與教學方式能否配合新中文課程改革。
調查對象：邀請六位中學中文教師參與。
調查方法：以半結構式訪談、觀課及檔分析蒐集資料。
調查結果：研究發現教師持「傳授觀」教學信念以詳述範文為教學主要任務，多採用講述的方式教學，較少安排小組活動；而持「啟發觀」教學信念的教師傾向綜合讀寫聽說教學，除了運用講述的策略外，還安排各類活動促進學生學習。
總結：研究結果對課程設計、課程實施有很大的啟示，建議開辦發展改變教師教學信念的課程。
Background: There is a call for learner-centred approach in the new Chinese Language Curriculum of Hong Kong, teachers are advised not to overuse didactic strategy.
Aims: This study serves two aims: (1) To examine teachers' teaching beliefs, teaching approaches, and their relationship. (2) Do teachers' teaching beliefs and their teaching approaches meet the requirement of the new Chinese Language curriculum reform?
Sample: Six secondary Chinese teachers were invited to be informants.
Method: Data were collected through semi-structured interviews, classroom observations and document analysis.
Results: This study found that the major concern of teachers with transmission view was to interpret prescribed texts in length; they were unlikely to arrange group activities. For teachers with heuristics view, they believed that integrating reading, writing, listening and speaking were desirable in learning. Apart from delivering lectures to students, they organized a variety of activities to facilitate students' learning.
Conclusion: The results of this study have important implications to curriculum design and implementation. It is suggested that teacher education of conceptual change should be developed.
[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Associationl is the property of Hong Kong Teachers' Association at http://www.hkta1934.org.hk/]

背景：西方學者利用多元感官理論啟發，曾得到不俗的效果。但這教學法是否適用於中文寫作、是否能增強學生在各種文體中的表現則從未受到廣泛研究。
目的：測試以多元感官寫作教學法提高中文寫作的效能。
樣本：兩班修讀副學士的學生，分別接受前測、教學和後測 (N = 55)。
方法：本研究採用實驗方法，兩班學生皆接受多元感官寫作教學，學習的文體為描寫文和抒情文，各兩課節(每節課3小時，共12小時)。前測、後測均由同一老師評核。分析採用2 (時間) x 2 (文體)重複評核方差分析(repeated-measures ANOVA)。
結果：兩個主要結果均見成效，唯兩者間的的交互作用則並不顯著。
結論：證實感官寫作教學能有效地提升學生書寫描寫和抒情文。
Background: Western researchers have demonstrated that the multi-sensory approach to creative writing is effective in enhancing essay writing. However, this approach has never been tested in writing Chinese essays in various genres.
Aim: The study examines whether the multi-sensory approach can enhance Chinese essay writing performance.
Sample: Two classes of associate degree students who took a pretest and a posttest after an intervention (N = 55).
Method: An experiment was conducted with students from two classes taught with the multi-sensory approach. Both classes were taught the descriptive and expressive genres, each genre in 2 lessons (12 hours total). The same teacher scored each essay in the pretests and posttests. The analysis used a 2 (time) x 2 (genre) repeated-measures ANOVA.
Result: Both main effects (test and genre) were significant, but the interaction effect was not.
Conclusion: Evidence shows that the multi-sensory approach was effective in enhancing Chinese writing in the descriptive and expressive genres.
[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Associationl is the property of Hong Kong Teachers' Association at http://www.hkta1934.org.hk/]

背景： 香港課程發展議會2006年發布的《學前教育課程指引》提出採用「學習歷程檔案」，幫助記錄幼兒的學習與發展過程。有見及此，本研究遂致力探討幼師對它的認識和意見，從而提出優化推行幼兒學習檔案的建議。
目的：本研究先探討幼師認為為幼兒建立「幼兒學習檔案」的目的，然後探討他們對為幼兒建立「幼兒學習檔案」的意見。
調查對象：研究對像是香港幼稚園教師，研究樣本選取自2006-2007年度，修讀香港教育學院舉辦的幼稚園証書課程的學員。
調查方法：本研究採用定量研究和定性研究兩種調查方式。定量研究是採用問卷調查方法，共派發了一百四十份問卷，收回一百二十一份，回收率達百分之八十六。定性研究方法是採用與教師面談方式，訪問十位元教師，他們來自不同的學校，教齡在五年以上。
調查結果：幼師明白學習檔案的目的是作記錄和評估幼兒的學習，但是卻忽略了記錄幼兒學習情況背後的意義：幫助幼師瞭解和分析幼兒的需要，從而調適教學策略。幼師認為為幼兒建立學習檔案對家長，幼師和幼兒三方面都有裨益，但同時很多幼師認為要為幼兒建立學習檔案是很有壓力，例如他們缺乏時間記錄幼兒的學習，也要用大量時間來填寫評語，他們難在課堂中兼顧教學、觀察、記錄和評估幼兒學習的情況，他們對如何觀察和評估幼兒學習也欠信心。
總結：本研究發現大部分幼師都認同幼兒學習檔案的作用，但在幫助幼兒建立檔案的過程中卻遇到不少困難和壓力。要成功在幼稚園推行學習檔案，必須要加強幼師專業培訓、配合適當的教育政策、增加學校和家長對幼師的支援。本研究有其局限性，由於研究對象全是修讀幼稚園証書課程的學員，研究的發現因此不夠全面。
Background: According to Hong Kong Pre-education Guideline pressed in 2006, the use of children portfolios has been introduced in Hong Kong kindergartens. Thus, this study helps to explore Hong Kong teachers' understanding and comments on the use of children portfolios. It is suggested how to better use children portfolios at kindergartens.
Aims: Firstly, it is to explore teachers' understanding of the aims of using portfolios at kindergartens. Secondly, it is to find out teachers' comments on helping children to develop the portfolios.
Sample: The sample was chosen from the in-service kindergarten teachers who were enrolled in the teacher certificate course offered at Hong Kong Institute of Education during the academic year 2006-2007. They were qualified and experienced teachers.
Method: The study employed a combination of quantitative and qualitative methods, with data being collected through questionnaires and interviews. Questionnaires were sent to 140 in-service kindergarten teachers and 121 returned the questionnaires, the return rate is 86%. A total of ten teachers were interviewed, all are experienced teachers with at least five years of teaching.
Results: Most teachers have the basic understanding of the use of children portfolios

背景：校本評核是教育改革的新方案，不少國家引入校本評核輔助公開考試，拓闊評核的基礎，提升學習效能，然而很多研究發現教師對評核變革的信念足以影響其實施。
目的：香港中學會考中國語文於2005-06學年實行校本評核，本研究以個案形式探討教師對校本評核的信念及其如何回應此變革。
研究對象：兩位高中中文教師
研究方法：採用半結構式訪談及檔分析蒐集資料
研究結果：研究發現乙老師支持校本評核，採取積極態度，安排各種評估活動，豐富學習與評核的內容；而甲老師卻持觀望態度，採取最省時省力的方法實施校本評核而不影響教與學的常態，反而致力幫助學生應付公開考試。
結論：研究揭示教師的信念影響其態度、決策與行動，為政策制定者帶來重要的啟示。
Background: School-based assessment is a new initiative of education reform. Many countries from different parts of the world have introduced SBA to supplement public examinations, broaden the assessment base and enhance learning effectiveness. However, many studies uncover teachers' beliefs, which affect the implementation of SBA.
Aims: SBA has been implemented in Chinese Language of Hong Kong Certificate Education Examination since the academic year of 2005-06. This case study aimed at exploring teachers' beliefs on SBA and how they responded to the change.
Sample: two Chinese Language teachers who teach senior forms
Method: Data were collected through semi-structured interviews and document analysis.
Results: The results showed that teacher B supported SBA and his attitude was positive. He was willing to arrange a variety of activities for assessment, enriching the contents of learning and assessment. However, teacher A with dubious attitude towards SBA, adopting time-saving and energy-saving strategies to implement SBA without hampering the norms of teaching and learning. Effort was focused on helping students prepare for the public examination.
Conclusion: This study highlighted the importance of teachers' beliefs, which exerted influence to their attitudes, decision making and action. The findings have important implications to policy makers.
[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Associationl is the property of Hong Kong Teachers' Association at http://www.hkta1934.org.hk/]

背景：香港教育改革著意鼓勵學校引用校本課程發展模式推行融合教育。
目的：本研究探討教師在發展校本融合課程所遇到的挑戰。
研究對象：參與香港教育學院舉辦的融合教育培訓課程的教師。
研究方法：包括訪問和問卷調查。
研究結果：本研究發現教師是與同級教師進行共同備課或通過校內課程發展組調適現行的課程；在設計和實施校本融合課程時，教師遇到的挑戰主要有：班內融合生的數量過多、教師缺乏相關的專業知識與能力、實施課程時因要配合課堂時間的編排而產生混亂、評估上的公平問題與及學校資源的不足。
總結：要面對校本融合課程發展的挑戰，參與的教師必須先行接受有關課程發展的培訓；學校也須委任融合教育的統籌教師，負責領導校本融合課程的發展；學校之間也須建立融合教育的網絡，讓教師互相支持和解難，從而有效地提升融合學生的學習。
Background: Education reform in Hong Kong emphasizes the use of school-based curriculum development mode to implement inclusive education.
Aims: To explore the challenges teachers had in developing school-based inclusive curriculum materials.
Sample: Those teachers who had been involved in the inclusive education programmes organized by the Hong Kong Institute of Education.
Methods: Interview and questionnaire survey.
Results: The results indicated that teachers prepared their lessons with those colleagues who were teaching at the same class levels or used the teaching materials already adapted by the School Curriculum Committees. The challenges teachers met in developing and implementing school-based inclusive curriculum materials mainly included: there were too many special need students in a class, teachers possessed inadequate relevant professional knowledge and skills, confusions caused by insufficient time arrangement in class in implementing the curriculum materials, the problem of unfairness in the use of assessment methods, and lack of resource support.
Conclusion: To face with these challenges, teachers should have prior training before they are involved in inclusive education. An inclusive education coordinator is needed. He/She should undertake the work of leading the development of inclusive education and monitoring the quality of inclusive curriculum in the school. Additionally, schools should develop inclusive education network through which teachers could support one another. The purpose is to ensure the effectiveness of inclusive education that

背景：「小班教學」已於2009年9月開始分階段實施。 有教育同工反對這項改革，認為「小班教學」只會製造一種假像。亦有社會人士期望老師可以有多些時間，照顧學生的個別差異和成長；而學生家長也會期望老師可以有多些時間照顧學生的需要。學生、家長及其他社會人士對老師的期望提高了。但老師是否真的可以有多些時間去照顧學生的需要和成長呢？本文作者嘗試跟進教育同工們的關注，提出有關教育目的及關顧「心靈教育」的討論，特別是近年大陸學者所關注的「生命化教育」、「回歸生命教育」等，盼望能拋磚引玉，擦出進深探究教育使命的火花來。
討論焦點：本文嘗試從教育理念入手，闡釋小班教學計劃推行的主要精神應是在於「教學以學生為本，照顧個別學生的需要」。作者跟著提出兩個重要的課題去思考，即是：(一) 心靈教育是甚麼？ 及 (二) 如何推行心靈教育？。在跟進的討論中，作者進一步闡釋三個基本的問題，分別是：(一) 心靈是甚麼？；(二) 心靈成長需要怎樣的空間？；(三) 心靈成長需要甚麼元素？。
建議： 盼望教育當局在推行小班教學的同時能加強關注及投放更多資源去推動關顧學生心靈的教育；從事教育工作者今後亦應更多地關注學生的心靈、並能更有效地推動關顧學生心靈的教育。
總結：教育工作者的重要任務之一是要關注學生心靈的成長，小班教學的推行正是一個大好機會提醒前線教育工作者照顧個別學生的需要、包括幫助他們心靈的成長。心靈教育也就是生命化教育，須幫助學生認識自己、肯定生命的價值、發揮自我的潛能，建立更正面、更積極的人生觀。
Background: Hong Kong Education Bureau has been promoting small-class teaching in primary schools, reducing the number of pupils per class from 30 to 25. However, education frontiers were complaining that it would only create a mirage. While the society and the parents are expecting teachers to have more time and space to care for the students' individual needs in small class, the teachers in fact do not have much time for their students. It is indeed the proper time for us to re-think our educational mission underlying the small class provision and the present paper is doing precisely this fine job. Hence, it is proposed that alongside with the implementation of small class policy, more effort should be made for the concern of spirituality education in schools of Hong Kong today.
Aims or focus of discussion: It is made clear that the educational mission of small class teaching would be aimed at the caring for the students' individual needs and spiritual growth. Two issues will be raised and discussed in this paper, namely: (a) what is spirituality education?; and (b) how to promote spirituality education in schools today? The author moves on to elaborate three basic concerns for the promotion of spirituality education in schools, namely: (a) what is meant by 'spirituality'? ; (b) the kind of space needed

背景： 近年，香港推行教學和評估的改革，很多教師有機會參與不同的培訓課程，認識到語文教學和評估的新趨勢。他們對實踐評估理念提出很多意見。
目的：1. 探討教師對語文評估新趨勢理念的認識和實踐的情況 ；2. 探討教師在現行語文評估遇到的困難
調查對象：研究對像是香港小學中國語文科教師，選取2005-2006年度，修讀香港教育學院中文學系舉辦的小學語文科教師專業進修課程的學員為研究樣本。
調查方法：本研究採用定量研究和定質研究兩種調查方式。定量研究方法是採用問卷調查方式，派發了九十份問卷，收回八十份，回收率達百分之八十九。定質研究方法是採用與教師面談方式，訪問六位元教師，他們來自不同的學校，教齡在五年以上。
調查結果：調查發現大部分教師認同指引中提出的評估理念，但是對於如何落實新的評估理念仍存有疑問的。教師應用多元化評估方法遇到了不少的困難。同時教師卻深受考試「倒流效應」的影響，教師為了應付「全港基本能力評估」，常給學生操練式的練習和補課，影響教師的課堂教學，妨礙了教師實行多元化的評估。
總結：香港近幾年提出了新的語文評估理念，研究發現教師對實踐評估理念是有困難的。要確切落實新語文評估的理念，教師培訓人員、校長、教師和家長多方面的支持和配合是不可或缺的。
Background: In recent years, reforms on Chinese language assessment have been introduced in Hong Kong. Teachers have attended different seminars about the new trend of assessment in Hong Kong and they have opinions on it.
Aims: (1) To find out primary Chinese language teachers' perception and their implementation of the new assessment. (2)To explore the difficulties teachers encounter in the implementation of the new assessment.
Sample: The sample was chosen from the in-service primary Chinese language teachers who enrolled in the five weeks retraining course during the academic year 2005-2006. They were qualified and experienced teachers.
Method: Both quantitative and qualitative methods are used in this study. Questionnaires were sent to 90 in-service primary Chinese language teachers and 80 returned the questionnaires, the return rate is 89%. Then, a total of six teachers were interviewed, all are experienced teachers with at least five years of teaching.
Results: Finding indicates that many teachers agree with the rationale of the new assessment, however, they do not actually know how to implement it in their classrooms. They encounter difficulties in implementation. The 'backwash effect' has great impact on their teaching.
Conclusion: Finding indicates that many teachers encounter problems in the implementation of the rationale of new assessment. However, it is suggested that

背景： 教統局檢討中學教學語言政策，提出微調的方案。
目的： 本文主要是為回應中學教學語言微調政策而寫。
論點： 文中指出主要有經濟、政治和教育三個因素影響著中學使用何種教學語文，在正常情況下，經濟為主導因素，故1949年之前，學生多選讀中文中學，1950-97年間則選讀英文中學，惟政府在回歸時的強制性母語教學政策，將政治因素放在首位，引至近年中學教學語文的亂局。核心問題是：教育署(1989)將「中英混用方式來教學」和「校本分流教學語文調適」混淆，將「在雙語教學的世界中，課堂上的講解多是英語輔以粵語，書面語才是全英文」這種學習第二語時的必經過程，貿然定性為錯誤。
總結：要解救現今中學教學語文的困境，校本分流中學教學語言微調政策應是溫和的良方。
Background: The Education Bureau reviewed the on medium of instruction in secondary schools and proposed the fine-tuning of policy.
Aim: This article is in response to the fine-tuning policy of medium of instruction.
Exposition: The economic, political and educational factors were found to be the main ones influencing the choice of medium of instruction in secondary schools. In particular, the economic factor was found to be the dominant one under normal situations. Before 1949, students chose to study in Chinese middle schools. They switched to choose Anglo-Chinese secondary schools during 1950-97. The scene has been seriously distorted recently due to the Government's strong policy of imposing mother tongue education to a majority of secondary schools after 1997. Parents, students, and educators are unhappy about the Government's explicit intervention. Crucial issue: the Education Department (1989) mixed up the [mixed code teaching] and [school based mixed mode teaching according to subjects and levels]. They wrongly concluded the auxiliary use of Chinese in some English medium class were unacceptable which is against the general trend of linguistic development of students.
Conclusion: The fine-tuning policy of medium of instruction, particularly the school based mixed mode teaching according to subjects and levels, language streaming within school will be a moderate but good way to resolve the dilemma of medium of instruction in secondary schools.
[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Associationl is the property of Hong Kong Teachers' Association at http://www.hkta1934

背景：在幼兒課程中，韻律活動 (rhythmic activity) 是音樂和體能活動不可缺少的主要學習經驗，但是從筆者的視導經驗和近期研究結果 (Wong & Chu，2001) 均顯示現在香港的學前韻律活動明顯地缺乏創意感、韻律感和運動感。加上目前香港學前的韻律活動課程的推行受到外在和內在因素的限制，是時候需要將非創意及系統化的韻律活動課程作出改革。
目的或討論焦點：本文旨在與讀者分享「創意韻律教育」(Creative Eurhythmic Education) 的理念、原則和推動方法，讓幼教工作者能夠嘗試採用「創意韻律教育」提升她/他們的教學效能; 設計此創意韻律教育課程模式之目的是改革現在香港的音樂律動課程，將普遍老師們已遺忘的韻律元素再次重述，引起她們的關注。
論點/評論/建議：本文強調，在課程的發展中運用嶄新的幼兒運動-音樂課程模式： 創意(Creativity)、音樂技能與概念 (Musical Skills & Concepts)、運動技能與概念 (Movement Skills & Concepts)、暢態與綜合活動 (Flow-Integration) 等元素，教師能提升兒童自我表達的能力，並能帶領兒童在各方面進行創作; 作者亦確信透過每天有系統的課程安排，兒童在創意韻律教育方面得益甚豐。嶄新的課程模式更強調創意的教育價值，將韻律課程發展於適合學生的能力、興趣、意欲和需要，而主題綜合活動則聯繫各獨特之韻律元素，使它們成為有生機和互動相連的全方位課程。最後，整個音樂律動課程的改革帶給教師們「暢態」的忘我歡暢之意境。
總結：新穎課程能成功的推行有賴教師的投入程度、擁有足夠的運動-音樂專業知識、技能和態度、重視教學的過程和多給予「鷹架作用」刺激兒童挑戰自我極限; 創設適切的運動-音樂學習環境，足夠的教學資源、器材和設施、教學時數和每週次數、專業支援與協助和校本的運動-音樂文化也是推行新穎課程的重要外在因素。
Background: In the preprimary curriculum, rhythmic activity is an essential learning experience in music and movement activity. From the supervision experiences and recent researches of Wong & Chu (2001), it is found that the rhythmic activity conducted in kindergarten is obviously lack of creativity, sense of rhythmic and sense of movement. Moreover, some external and internal factors and have hindered the implementation of rhythmic activity in kindergarten. There is a need to have a change from uncreative and tradition curriculum to an innovative one.
Objectives and Focus: This study aims to share with the readers the philosophy of Creative Eurhythmic Education, its principles and ways of implementation which encourages preprimary teachers and workers to adopt the Creative Eurhythmic Education Model in order to improve their teaching effectiveness. The aims for designing such kind of Creative Eurhythmic Education model are to make changes to Hong Kong music and movement curriculum, and to arouse kindergarten teachers' the concerns to integrate the rhythmic elements during the music movement activity.
Comment/Suggestions:

背景：香港的中學正面對334新學制及課程改革的挑戰，完善學校的策略發展規劃能有助減低這些變革對學校帶來的衝擊和影響。
目的：探討影響香港資助中學策略發展規劃的因素，並就如何完善學校策略發展規劃作出建議。
調查方法：隨機向香港一百位資助中學的校長寄發問卷，成功收回五十二份有效問卷。
調查結果：經線性回歸模型分析研究後發現，將校本評估的建議列入學校發展重點，鼓勵教師參與發展規劃，提供教師培訓均與學校策略發展規劃的效能相關。
總結：把校本評估機制緊扣學校發展規劃，提升教師專業能力，讓他們共同參與規劃，這樣學校可以更有效地面對教育改革所帶來的衝擊和影響。
Background: Secondary schools in Hong Kong are facing the challenge of implementing the 334 New Senior Secondary and curriculum reform, improving the mechanism of school strategic development planning could reduce the impact and influence of these change.
Aims: This paper aims to investigate the factors affecting strategic development planning of aided secondary schools in Hong Kong, and to suggest ways to improve the mechanism of school strategic development planning.
Survey methods: 100 aided schools in Hong Kong were selected randomly in this survey, 52 principals took part in the questionnaires survey.
Results: Results of the multiple regression analysis show that considering the recommendations from school-based evaluation, encouraging teacher participation, and providing teacher training relate to the effectiveness of school strategic development planning.
Conclusion: By linking the school-based evaluation mechanism with the strategic development planning, improving teacher professional competency and involving teacher in school planning, schools can effectively tackle the impact and challenge resulted from the education reform.
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