This paper reports parts of the results of a study on secondary students’ motivational changes on musical composition after completing a compositional task. A total of 606 students from four secondary schools in Hong Kong responded to a set of pre- and post-activity questionnaires before and after completing a compositional task. A t-test was used to compare the mean score changes in motivation. In addition, a multiple-case study approach was undertaken to observe the class teaching of the schools, consisting of non-participant observations and reviewing video recordings. The nature of each of the different compositional tasks undertaken in various schools was reviewed, and each one’s relationship with the resultant motivational changes was examined. Results suggest that the teacher presentation, the nature of the composition tasks, and the level of structure may affect motivational changes. Using computers in a compositional task and students’ academic background are irrelevant to the students’ motivation changes.
[Copyright © 2008 USF CoTA School of Music.]

This article provides research evidence that creativity can be nurtured as abilities and skills both in the general domain as well as in specific domains with methods appropriate to the holistic development of young learners. It reports upon two empirical studies on the enhancement of creativity in children and young people, and connects to teachers' creative self-efficacy. The studies focus upon infusing creative arts in early childhood curriculum, and employing creative drama in subjects such as Chinese, English and General Studies. Playfulness is an important feature in these innovative pedagogies and teachers' use of creative drama techniques is also strengthened. The research evidence lends support to the hypothesis that arts-enriched learning elements and playfulness in the classroom environment can enhance individuals' creative performance. The implications and limitations for implementing such playful learning and creativity in education are discussed.
[Copyright of Education 3-13 is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/03004279.2015.1020652]

現有的小學數學課程綱要 (1983) 和提議中的新修訂課程綱要 (2001) 都把「引起兒童對數學學習的興趣」列為課程目標的第一點。作者試圖在這篇文章中討論個課程綱要在內容上如何配合這個課程目標。並且討論如何由這些數學內容和教學方法達到引起兒童學習數學的目的。 香港小學數學課程，無論是1983年的板本抑或是2001年的修訂課程初稿，「引起兒童對數學學習的興趣」列為課程目標的第一點，都把內容分為5個範圍，它們是數、圖形與空間、度量、數據處理和代數。單從內容上來說，它們可以是很中性，能否引起兒童學習數學的興趣，似乎依賴老師的教學方法能否把單調的內容教得生動有趣，例如，有些老師利用比賽的形式和獎品的鼓勵，把一課四則計算變數成人人參與的數學計算課，而且興高采烈 (請先不要討論外在動機和內在動機的問題)。例如，利用數學探究的方式，研究利用1,9,9,8這4個數字，四則運算和括號去組成結果等於0,1,2,…,20的數式。這個過程可以令學生在做四則計算題時更有趣味。有經驗的老師應該可以利用一些趣味數學課題，穿插在既定的課程內，提高數學學習的興趣。 不過，老師有多能耐，仍然要從課程中尋找教材和由課程指導設計教學活動，故此，數學課程的編排，內容的取捨和相互關係，以及課程的取向，都影響老師的教學和目標的配合。假若課程取向和內容根本不能發展學生的興趣，則老師再努力亦會有巧婦難為無米之的感覺。 課程內容寫得再好亦要看看整體的教育配合，假若小學教育工作者都以中學派位作為取向，則課程寫得再好，在考試導向下，很難達成課程希望的目標。其次是老師的培訓，很多人誤以為教授小學數學不必具備太多的中文學科知識，直到大家驚覺到語文水平的低落，才亡羊補牢，提出多種辦法來挽救。其實類似情形亦同樣發生在數學科，不過大家的注意力都放在語文科身上，忽略了數學老師的培訓問題。

本文旨在討論與兒童愉快學習有關的價值觀，並指出西方自羅素與杜威等教育家的人文教育思想與中國儒家思想的精粹，皆配合香港的教育目標及二十一世紀教育藍圖。幫助學生全面發展，使兒童愉快地學習，已愈來愈重要。然而，精英教育思想仍深深影響著現今一般人對教育的看法，此乃香港教育問題的癥結所在。因此，要使兒童能愉快地學習，我們要重思中西方的人文教育思想、要面對教育的評核和考試制度的改革、要充分利用資源和加強師資培訓、要創新課程設計、要認可課外活動的意義，才能更有效地幫助學生認識自己的潛能，落實全人發展，以達到愉快地學習的境界。
[Copyright © 2000 朗文香港教育.]

Numerous studies have been carried out to investigate motivation; however, no research has been done to evaluate how length of stay has an impact on the second language learning pattern. This study, therefore, investigated how length of stay places impact on a group of Chinese immigrant students’ motivation to learn English in Hong Kong. It is hoped that an understanding of Chinese immigrant students’ motivation to learn English in relations to length of stay would have implications on current teaching and learning practices, based on the adopted motivational theory and that these would enhance learners’ motivation to learn English while adjusting to and integrating with the new learning environment.
[Copyright © 2008 Samara AltLinguo.]

This paper examines the effects of computerised music instruction on student motivation to learn music through a case study of five secondary schools in Hong Kong. Two main types of music software were used: the sequencing Technology-based Music Learning (TBML) type for composing, arranging and creating sound projects and the closed-package Computer-assisted Music Instruction (CAMI) type for enhancing musical knowledge such as the introduction of the musical instruments, Chinese operas and music theory. The researcher observed 16 lessons and 2sessions of extra-curricular activities in all and interviewed 5 teachers and 44 students. Analysis showed that use of the divergent sequencing software generated more student interest. It also showed that peer and independent learning took place more readily and that students demonstrated musical understanding more vividly through their creative work. When using the closed-package CAMI software, most teachers and students enjoyed the attractive visual effects, the organised sequential instruction and efficient feedback. The results may help music educators to review several pressing issues in the 21st century, including music curriculum design catering for teenagers with different learning styles when using music technology. The results may also have implications for teaching styles, changes in the teacher’s role with increased student autonomy, and the need for hardware and software support for classroom music lessons.
[Copyright © 2002 The Hong Kong Institute of Education.]