本文描述在香港一間幼稚園運用「課程本位評估模式」整合課程、教學和評估，從而改進學校的體能活動的課程。透過一個四個步驟的循環模式，給予教師持續的支持和專業發展。循環模式的有效性從探究其對教師專業知識和技能的獲得和整合課程、教學和評估的能力來驗證。結果顯示「課程本位評估模式」能幫助教師了解評估的方法和動作的發展。因應教師需要而編排的工作坊和持續的支援受到教師高度的評價。研究的結果可提供幼兒教育工作者有關策劃教師發展的方法及策略。

The World Health Organization has warned that depression, which is an emotional illness, will become the second most prevalent killer in the world. Many young people are showing signs of depression and other mental illness: for example, Hospital Authority figures in Hong Kong show that between 1998/99 and 2000/01, the number of adolescents under 15 receiving mental health treatment rose from 1,355 to 2,321, an increase of over 70 percent. A web-based survey of all first year entrants to HKIEd at two-point: within first month of entrance, and six months later will be conducted, implication will be discussed.

The purpose of this study was to compare attitudes of final year students in teacher preparation programs in Hong Kong and Taiwan toward including students with disabilities into regular settings, and to further examine the influences of attitudes on the development of adapted physical education programs. A 15-item questionnaire was used to investigate students' attitudes and concerns toward inclusion. Seventy-seven students from Hong Kong and Taiwan participated in this study. The results of the survey indicated that students in Hong Kong and Taiwan philosophically support inclusion, although there were many concerns and different opinions regarding inclusion. The survey indicated that students from both locations thought special schools and teachers with special training will provide better education for students with disabilities than general teachers, and indicated the needs for more academic preparation for inclusion. The findings also suggest that without well prepared support services and other accommodations, students with disabilities will not benefit from these educational environments.
[Copyright © 2005 The Hong Kong Institute of Education.]

This is a narrative study to inquire the experiences of my inner self through my life journey in teaching and learning of dance. Stemming from my experience as a student, a secondary school PE teacher, and a PE lecturer I have become critically aware of the need for learning of dance. Dance, probably more than games and gymnastics, offers many opportunities for integrating movement experiences with various aspects of the curriculum. The Hong Kong Curriculum Development Council (1995) states that at least two periods per week should be allocated to physical education and the teaching of dance should be included if the teacher aim to produce a balanced program. However, dance tends to receive less attention in physical education program, and most male PE teachers are found reluctant to teach dance. The inclusion of dance certainly depends on whether teachers consider it important for children to become skillful in and knowledgeable about expressive movement forms. The value we place on dance is personalized and revealing text in attempt to help others to rethink and recreate the meaning in learning and teaching of dance.