外籍人士認為中文最難學的是漢字，原因是：不同的認知習慣、漢字筆劃多、字音要死記、無法通過字形瞭解（陳楓，2008）。一般以中文作為外語的學習者，通常只攻聽說，重點在口語交際；不學讀寫，因為漢字難寫難認，過去外來的宣教士及現代對華貿易的人士多能聽說不會讀寫。 2007年，研究員在香港一所小學開展一項協助「非華語學童學中文」的研究計畫，對象是以中文為第二或第三語的小一及小二學生，他們除了要說聽中文外，還要學習讀寫。本論文包括兩部分，首先歸納計畫過程中非華語學生寫漢字出現的問題，然後提出識字教學的策略，目的是探討以中文作為外語識字教學的路向。

Many teacher educator researchers often stand outside of schools to teach others about what is going on inside of them. In 1994 a team of researchers sought a different approach when they embarked upon a journey to enhance the professional development of primary teachers within the teachers' own school settings. The goal of this journey was to facilitate the development of literature-based reading programmes in selected Hong Kong primary schools. This colloquium will describe the process of facilitating and charting the development of the teachers as well as monitoring the growth of their students in reading over a three year period. The conditions and factors that influence teacher development will report briefly on the work in their respective schools and the approaches used to facilitate teacher development. Researchers will offer insights into their personal successes and failures and indicate directions for continuing teachers' professional development after the project. The limitations and strengths of adopting a long term approach to enhancing and studying teacher development from a curriculum initiative and research perspective, will be examined and recommendations offered for the way forward into the new century.

香港教育改革在即，傳統中文科教學以教師講述、學生筆記的形式，未必能切合為貫徹終身學習而鋪路的要求。雖然新課程還未正式面世，但課程改革的模式呼之欲出。無論新的中學課程有沒有共同範文，相信讀文教學並不會一下子在中文課堂上絕蹟，篇章研習仍會是中文科的重要內容。本文關注的問題是範文既不能再以傳統教學方法處理，課文內字詞句的解釋也將由學生自行搜尋，中文課堂還可以教甚麼？應該怎樣教？才能提高學習成效，符合課程改革建議中「通過不同語境中的中國語文學習，加強批判性思考與獨立思考的能力」的要求？(香港課程發展議會，1999：8) 本文建議引導學生通過語篇分析認識篇章結構和表達手法的途徑，以提高讀文教學的效能，並加強學生思維能力的訓練。 有關語篇分析，筆者曾用於比較中學生寫作的優劣，分析對象是語體文 (梁佩雲：1998)。這次探討的意念來自修讀教育學士課程的學生的疑問，分析對象是古文《史記‧李將軍列傳》。既然語言學的語篇分析能用於語體文分析，理論上也應該適用於古文。希望通過本文的研習，除了能解決學生對認識古文篇章結構的疑難外，還可以驗證語篇分析在語文教學上多方面的功能。
[Copyright © 2001 香港中文大學教育學院課程與教學學系]

To read and write Chinese require an ability to recognise more than 1,000 basic graphic units. Very few studies have looked into the perceptual learning process of these graphic units at the initial stage when young children are being introduced to the script. Two tasks were developed to tap children‘s understanding of graphic properties of written Chinese. In the name writing task, we investigated whether preschool children, aged 3-5, (1) would differentiate drawing from writing, (2) used a correspondence between character and syllable in their writing, (3) used multiple units within one character or across characters, and (4) respected some of the supra-segmented properties of written Chinese. In the graphic acceptability task, we examined if 5-9 years old children could make orthographic judgements based on positioning and graphic properties of the stroke-patterns. Our results indicated that preschool children could already demonstrate some knowledge of the properties of graphic units in Chinese by using strokes or made-up stroke-patterns in their name writing. Five and six-year-olds rejected words with illegal graphic features and seven- and eight-years-olds distinguished nonwords from pseudowords based on illegal position of stroke-patterns. We conclude that Chinese children implicitly learn graphic properties of the writing System which arc crucial in the learning process, the possibility to shift perceptual learning of graphic properties of written Chinese from implicit learning to explicit teaching deserves further investigation. The aim of this chapter is to analyze children’s developing knowledge of the graphic units that arc related to speech units in Chinese and the difference between what children arc explicitly taught and what they learn implicitly about these graphic units. The term ‘implicit‘ is used here to indicate that both Chinese children and adults are usually unaware of those formal characteristics of their script that are analyzed in this paper

筆者任教香港教育學院“ 中學語文教育榮譽學士課程” 的現代漢語課, 通過詞彙學學習事例來探討學科知識和語文教學相結合的教學理念及其實踐成效, 從近多年來學生的辭彙分析習作中可以看到一定的學習成果。詞彙學知識對於師範課程內的語文教學是非常必要的, 它能幫助教師解釋詞的意義、用法和修辭特點, 闡明詞語的構成以及詞與詞之間的關係, 這樣就可使學生較有系統地掌握語言的辭彙材料, 準確地理解和運用詞語。
[Copyright © 2008 陝西師範大學.]

本研究旨在探討香港中國語文準教師在中文閱讀課堂是怎樣給予學生口頭回饋和探討他們給予學生回饋時做得不足的地方。研究對象是二十位修讀香港教育學院小學榮譽教育學士的準教師，研究者分析他們的教學錄像，並邀請六位準教師作訪談。研究發現大多數準教師給予學生直接回饋，較少運用間接回饋。準教師未能善用學生的回應，也欠缺多元化的追問。本研究會提出建議，希望藉此提升準教師給予學生口頭回饋的效能。