本文首先就我國特殊教育課程發展的背景，闡明了引進香港保良局余李慕芬紀念學校製作的語文教育套件的重要意義。文章介紹一份香港-內地合作，獲內地25所學校參與及以語言發展為特色的普通話語文教育套件的理論研究、教材開發和教學實驗研究。該研究根據兒童語言發展規律和弱智兒童語言特點，採用課程本位評估技術，通過教學活動設計及主題教學，建立一套課程與教學資源系統。其目的在於開發普通話版本的語文教育校本課程，使參與課程開發和教學實驗學校的700餘名弱智兒童得到有效的教育，同時，亦藉此培養一批具有校本課程開發能力、掌握語言發展評估和言語訓練技能的特殊教育師資隊伍。
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由於每位學生都有其個別需要,故此如何照顧個別差異是學校以至每位老師的一個重要課題。根據香港教育局的融合教育運作指南,建議學校採用三層支援模式,以便因應學生不同的需要而提供適切的支援。而大多數學校均於每年的十二月起進行「及早識別和輔導有學習困難的小一學生計劃」(第一層:及早識別),並會設置輔導課,作為第二層支援的策略。作為學校負責統籌特殊教育需要的行政人員(下稱統籌主任),筆者希望透過檢視香港及不同地區對數學輔導教學的原則及策略,反思如何改善學校的小一數學輔導教學。Since each student has his or her own individual needs, how to cater for individual differences is an important issue for each teacher in schools. According to the Integrated Education Operation Guide of Hong Kong Education Bureau, it is recommended that schools should adopt a 3-tier intervention model to provide appropriate support to cater for students with different educational needs. Most schools carry out the "Early Identification and Intervention Programme for Primary One Students with Learning Difficulties" (First Tier: Early Identification) in December. Remedial classes, small group teaching and pull-out programmes will be involved as a Second Tier support strategy as well. As a school administrator (hereinafter referred to as SENCo) who coordinates the issues of special educational needs, I hope to improve the teaching of Primary One Mathematics in schools by examining the current principles and strategies of remedial teaching in Hong Kong and different regions.
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本行動研究是探索「合作學習」對提升「小學加強輔導教學計劃」(簡稱「加輔」)學生數學學習能力的成效。研究對象是13位小學六年級「加輔」學生。研究為期約七個月時間。透過學科測驗、觀察及訪問，評估「合作學習」對學生的學習成績及興趣的影響。研究結果發現「合作學習」提升了「加輔」學生學習數學的興趣及學業成績。其中，最大的受益人是那些成績一般的學生，因為他們在合作學習中的小組活動，需反覆研習及解釋一些計算方式給同組組員認識，所以他們的記憶得以牢固。而一些成績很低的學生，卻未有改善。此外，本研究更發現學生的合作技巧與他們的數學科成績有直接的關係。
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This study examined visual orthographic skills in Chinese primary school students with spelling difficulties. One hundred and fourteen children with spelling difficulties from grades one, three and five were compared to 114 non-disabled children matched with sex, same school enrollment and grade. All participants were asked to perform on four visual orthographic tasks. Findings revealed significant difference between those with spelling difficulties and those without in various aspects of visual orthographic skills. Data indicated that students with spelling difficulties, in general, tended not to be aware of features of strokes within a Chinese character and not to be aware of the constructional legalities within an unfamiliar radical over different grades. It was also noted that these students in grade one had difficulties with the spatial position of a radical within a Chinese character and lacked knowledge about positional legality of a radical. The findings led to the conclusion that deficits of visual orthographic skills were apparent among Chinese students with spelling difficulties when compared to those without such difficulties. 本研究探討香港小學一、三、五年級，有中文書寫困難學生(n=114)，及對照組非殘障生(n=114) 的視覺拼字能力。對照組學生有性別、就讀學校、及年級之相同組成。全體學生(N=228) 均做四項視覺拼字能力測驗。結果發現兩組學生有顯著差異。一般而言，所選各不同年級，有中文書寫困難的學生，均較缺中文字筆劃和組成方面的基本概識。而一年級學生，已面對中文字體結構空間與方位上的困難。總結是中文書寫困難比對照組學生有較多的視覺拼字能力缺陷。
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THE main purpose of this study was to explore a teacher's and her students' perspectives on practices designed to enhance the self-esteem of students in an aided secondary school in Hong Kong. Interviews were conducted with a local teacher of English and her female students. The findings from the interview with the teacher support a view that teachers do play a vital and planned role in developing teenagers' academic self-esteem. The teacher used a wide variety of methods inside the classroom, such as offering extrinsic rewards and facilitating the process of attaining goals. The students considered that among the teacher's different practices, the facilitation of achieving social goals was the most effective for building their academic self-esteem in the long term. Based on the findings, recommendations are made for teachers to enhance students' academic self-esteem inside the classroom. 是次研究的主要目的是從一位於香港津貼中學任職的教師及其學生的角度，探討其教學方法對提高學生自尊的成效。此研究是透過面談，訪問了一位教授英語的本地中學教師及其十名女學生。從老師的面談結果中，顯示教師於發展青少年的學業自尊過程裡，扮演著一個不可或缺的角色。該受訪教師在課堂中使用多種不同的教學方法，如對學生提供外在的獎勵、協助學生達成目標等。而學生們則認為，最有效建立長期學業自尊的方法，則是老師協助自己實現社會目標。根據調查結果，是次研究會為教師提供建議，以提高學生的學業自尊。
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This paper reviews the literature on cooperative learning and draws attention to an earlier research by the author. The paper discusses approaches and strategies to use cooperative learning in Physical Education (P.E.) classes with students who have physical impairment as a means to improve the quality of participation of the physically impaired integrators and promote inclusive culture in schools. The paper gives a clear analysis of the theoretical basis of cooperative learning and its application in physical education. The strategies recommended are hoped to stimulate more ideas from colleagues in the field to use cooperative learning in various classroom activities for counteracting the competitive culture in school. 本文回顧有關合作性學習的文獻，就作者早前有關之研究，討論於體育科應用合作性學習，作為改善肢體弱能融合生參與課堂活動之策略，並藉以推廣學校之共融文化。本文就合作性學習之理念及於體能教育之應用，作出清晰分析。作者所提出的策略，旨在拋磚引玉，刺激同業於不同課堂活動，採用合作性學習的創意，以抗衡學校的競爭文化。
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This presentation discusses the infusion of IELTS exemplars and standards descriptors into instructional materials to promote assessment for learning. The discussion is based on teachers’ experiences of a Year 2 English course offered in a university in Hong Kong which requires students to attain a specified IELTS standard before graduation. To help students to attain the required IELTS exit requirement, IELTS exemplars and standards descriptors are incorporated into the training materials. Drawing upon students’ responses, this presentation will suggest practical ideas for developing instructional materials by (a) effectively helping students approach and overcome difficulties in comprehending standards descriptors with specific reference to their own language problems, and (b) achieving the above through interactive in-class activities to help teachers use proficiency standards to develop meaningful curricular materials and assessment practices. It is hoped that the outcomes of this project can counterbalance ‘instrumentalism’ (in achieving standards) and ‘learning’ in academic settings where testing is a policy concern. Copyright © 2017 Asia TEFL.