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：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.
[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/]

目的: 本文創作目的是用日常概括見聞事例，淺易地介紹錯綜體科學治學方法——重視的是全盤思維方式、依賴對整體形態格局 (whole pattern) 的描述、並常用隱喻 (metaphor) 的手法去說明相關整體形態佈局的整合相容邏輯。景觀意念圖是一項常用的工具。本文創作的場景是「可持續發展教育」課程的設計爭議，作為闡述應用動態或變系統理論的載體。
背景: 課程改革工程在全球各地，各大城市進行得如火如荼。校本課程，中央公訂新學科，跨學科研習等 推陳出新；一些課程帶地區局限性、難以推廣；一些只是曇花一現，最諷刺的是一部份課程在試教研究宣告成功後便壽終正寢。
「環保」之後有「全球化」(Globalization) 這些議題走進教室。近年我們探討「全球暖化」(Global warming)，「可持續發展教育」(Sustainable Development Education) 等問題。孰先孰後，在時間的巨輪中，沒有遲或早的問題；但怎樣設計才可以在云云創新中突顯價值而成立，然後又在長江後浪推前浪的定律下生存下來呢？
討論: 作者試圖從「混沌理論」 (Chaos theory)，「錯綜體理論」(Complexity heories) 和「動態或變系統理論」 (Dynamical Systems Theory) 去理解新行業、新學科或學術研究興趣潮流的生命演變，從而推敲設計「可持續發展教育」課程應有的策略 —— 要含新技能元素、並且跨學科。更進一步推論包含錯綜體理論元素 (連串本不相關事件可因機緣互相抵銷或隨正回饋無限擴張、並產生革命性轉變) 和動態或變系統概念 ( 因時間引進的變數考慮 ) 進入「可持續發展教育」課程設計的必要性。
Aim: This article is intended to be a layman introduction to the methodology commonly used in complexity science studies, emphasizes holistic consideration, description on the entire pattern against bits and pieces of sectional analysis, use of metaphors to build up integration of ostensibly incompatible features such as simultaneous co-existence of land and rivers, hills and valleys in the landscape portraits, a popular tool in complexity studies. The setting of analysis used in this article falls in the arena of recent hot debate on how curriculum on Sustainable Development Education should be designed, a vehicle to illustrate application of Dynamical Systems Theory.
Background: Curriculum re-engineering has been around for decades throughout the world; school-based curricula, innovative central curricula, inter-disciplinary projects, to name but a few. Some did not last long because of territorial biases; some made a fad and faded. The irony lay in the immediate demise of projects that claimed a success in their pilot run. We had topics like environment conservation, globalization, followed by global warming infiltrating the classrooms these past years. Now the limelight is on sustainable development. Is it late? That is not

Severe and Acute Respiratory Syndrome (SARS) caused great crisis to Hong Kong between March and May 2003. Schools were suspended since 31 March. Classes resumed at different time for different levels mandated by central authority, senior secondary earliest and junior primary and kindergarten last. There were controversies over various operational issues in connection to school activities during this period, such as, whether teachers should be on duty in school or to avoid face-to-face contacts? Should schools with known suspected cases be named and made public? It was coincident that student teachers were in schools having their internship. Critical incidents raised query on the theory-in-use behind partnership between university and schools on teachers training. Various scenarios observed during this crisis period offer a window of opportunity to understand the complexity of decision-making in school administration in the light of the family of Complexity Theories.
二○○三年三月至五月期間，香港經歷嚴重的非典型肺炎危機。學校自三月三十日起停課。隨後由中央指令分級分期復課、高中先行、初小及幼稚園最後。這期間，學校各樣運作該如何進行、眾說紛紜。老師應否回校當值？學校如有懷疑疫症個案、應否通告公眾週知？疫症期間正值準老師駐校實習、大學與學校協作的活用理論實情又如何？危情境況開闢了一道視窗，供窺看錯綜體理論在學校行政決策上的應用。
[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/]

This study investigated Participatory Decision-Making (PDM) in Hong Kong self-managing secondary schools. It also examined teachers' job satisfaction, organizational commitment, role ambiguity and role conflict in relation to PDM. A questionnaire survey involving 959 teachers from 214 schools was conducted. Principal components analysis was used to study the underlying subscales of teachers' PDM and their affective work outcomes. Correlational analysis, multivariate analysis of variance (MANOVA) and multiple regression analysis were employed to examine the relationships between teachers' PDM and their affective work outcomes.
Two decision domains (managerial and teaching) emerged in Hong Kong secondary schools. Teachers were generally more involved in PDM in the teaching domain than the managerial domain. Teachers from School Management Initiative (SMI) schools had greater participation in managerial decisions than non-SMI schools, but there was no significant difference in PDM between SMI and non-SMI teachers in decisions related to teaching.
Non-SMI teachers were more decisionally deprived in both the managerial and teaching domains than were SMI teachers. However, both SMI and non-SMI teachers were more decisionally deprived in the managerial domain than the teaching domain. For both managerial and teaching domains, principals' support for PDM was a significant positive predictor for teachers' actual participation. Six subscales of job satisfaction emerged from the analysis: work itself, supervision, colleagues, indirect participation in PDM, workload and responsibility. There were two subscales for organizational commitment which include present and future commitment.
No significant difference between SMI and non-SMI teachers emerged for any job satisfaction subscales except responsibility. SMI teachers were less satisfied with their sense of responsibility for teaching than non-SMI teachers. SMI teachers may have diverted some of their time and

Curriculum innovation has been regarded as an essential strategy for educational reform throughout the era of educational change. Because of the changing nature of the knowledge age, students need to develop ways of dealing with complex issues and problems that require different kinds of skills and knowledge that they have ever learned. Given the advancement of information and communications technologies (ICT), a number of models of learning communities have been advocated in recent years. Realizing the impact of this new learning culture, six primary schools in Hong Kong participated in a curriculum innovation project, in which students were engaged in building learning communities and constructing knowledge through Knowledge Forum, a computer mediated communication platform. This paper reports the results of data analysis based on interviews of principals, teachers, and students to explore how the innovation initiated a change in learning culture as well as the leadership issues arising from the project implementation.
近年的教育改革當中，課程革新已成為推動改革的重要策略。由於工作和社會本質的改變，人們需要發展不同種類的知識去解決複雜的問題，所需的知識可能是他們未曾接觸過的。隨著資訊及通訊科技的發展，近年提倡了不少學習社群的學術模型建議。六所香港的小學在體會到這種新的學習文化的影響，參加一項課程革新計劃，其中學生利用知識論壇(一種電腦仲介傳播的工具)從事知識建構和建立學習社群。這研究報告根據校長、教師和學生的訪談分析，探索課程革新如何推動學習文化的改變以及推行當中的領導問題。
[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/]

Hong Kong adopted the principles of School-based Management (SBM) as a basis for initiating its project of "School Management Initiative" (SMI) in 1991, and imposed the SBM scheme in all primary and secondary schools in 2000. An essential feature of the scheme is the requirement of all schools to produce an Annual School Plan to guide its activities during the year so as to ensure more systematic planning and evaluation of programs of activities in schools and to report their performance. The author has been invited to provide related consultancy services in many primary and secondary schools since 1998. A postal survey was carried out in late 2001/2002 to identify a number of issues related to the implementation of annual school plans in Hong Kong primary and secondary schools. A total of 1,251 questionnaires filled in by teachers were collected from 36 primary and 27 secondary schools. This paper presents some of the difficulties encountered by school teachers in their writing up and implementation of annual school plans as identified through the author's consultancy work and the written responses in the questionnaires, and describes some useful techniques introduced to schools that were being practised and found to be useful. It was found that it usually takes one planning cycle (one year) of experience together with proper staff training and guidance before school teachers really get the confidence of implementing school planning.
一九九一年，香港按「校本管理」原則推行「學校管理計劃」。「校本管理」概念更於二○○○年在各中小學全面執行。「校本管理」精髓在於要求所有學校制定周年計劃書，以釐定學校在該學年所舉辦的活動，確保校內各項活動及計劃的策劃及評估工作均能有條不紊地進行，並就其表現作出匯報。
作者自一九九八年起獲邀出任多間中小學之校本管理計劃顧問。並於二○○一年底至二○○二年間，以郵寄方式向香港各中小學教師進行問卷調查，以探討推行學校周年計劃所引起的一些問題，最後成功收回三十六間小學及二十七間中學教師所交回共1,251 份問卷。作者從顧問工作及問卷調查所收取的書面回應中發現，教師在草擬周年計劃書及推行有關計劃時均遇上困難，本文找出其中一些例子並加以論述，同時亦提出一些在學校行之有效的有用技巧。調查發現大部份學校需要一年的策劃週期汲取經驗，再加上教師接受適當的訓練及指導後，方能滿有信心地切實推行學校計劃。
[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Associationl is the property of Hong Kong Teachers' Association