作者旨在思維、語言與寫作的關係上立論，說明邏輯思維訓練對於寫作教學的助益，建語文教師於進行語文教學時，隨來機應變，給學生灌輸一些邏輯的基本知識，加強思維的訓練，藉以改善學生的表達能力，相應提高語文水平。文中就教學上實際應用的層面，提出個人看法。（梁振威整理）

The author points out in the paper the followings: drawings by children of different races and culture show similarities in representations of similar objects. Yet, after seven years of age, the drawings of a European child show subject realism and their representations are mental pictures; the Chinese child's drawings are remarkable not only for their realism, but also for the sense of relations between parts. To the author, the two types of experiences are due to their different training in perception.

作者討論香港美術教育在50年代到70年代在觀念、模式和課程上的發展。由圖畫科教學的觀念，轉變成側重兒童美術的模式和內容，再漸漸走向美術設計等，當中反映了意識形態之爭辯和觀念的取替，而這些改變，亦標誌著觀念的轉型，有無限的可能性，因此，作認為要面對香港的美術教育或藝術教育在21世紀的改革，要更深入地從三方面考慮：藝術教育活動、藝術教育觀念及藝術教育政策，更重要的是三者如何互動才能建構和塑造出一套真正對香港未來發展有貢獻的藝術教育。

作者指出，小學課程的目標過份偏重智育，而且也以記誦為主，這便會影響學生的學習興趣，以及其他方面的發展（如德育、美育等）。課程的內容欠缺彈性，未能因應學習能力差異的學生施教（所謂因材施教），對學習能力較差的學生而言，現行課程太多且太深。在教學法方面，著重講授及注入式，難以培養學生自學興趣。在考核方面，強調書面考試，缺乏多元化的考核方法，過多的機械式書寫與背誦，實難真正提高學生學習。作者指出小學課程的路向應是：一、教材宜有彈性；二、教學方法要靈活；三、考核要多元化。（關之英整理）

鑑於30年代的作品在語言文字不夠成熟，也跟不上現今的時代，作者乃提出補救的方法：一、訂立選材範圍的綱領；二、應多選距當代（或距二三十年）的作品；三、對選文進行必要和適當的文字加工。並以葉紹鈞《古代英雄的石像》為例，提出落實改進語文教材的方針。（何文勝整理）

本文探討說話聆聽教學的目標和內容。作者提出教師可以參考龔寶善和瞿立鶴合編的《語文科教材教法研究》一書的內容，在教學中加強培養兒童聽話和口語發表的能力、良好的說話態度和思考的能力。（何文勝整理）

作者根據實地觀課和教學錄像所得的資料，分析本港小學的中文詞匯教學情況，其中包括教學時間、教學過程和教學方法等。作者探討了教師對關鍵字聯想法、脈絡提示法、定義分析和直接解釋法四種詞義教學技巧的運用情形。結果發現教師所採用的詞義教學法有非常明顯的偏向。教師普遍採用的直接解釋法，未能有效地幫助學生辨析和記取詞義，是詞匯學習未如理想的原因之一。（黃潔貞整理）

The reciprocal relationship between mathematics achievement and self-concept is examined in this study to expand the existing knowledge to a cross-cultural setting. Based on analyses of educational data two years before and after Hong Kong's sovereignty switch in 1997, this investigation shows a weak reciprocal relationship among the eighth-grade students across gender categories. With the introduction of a new policy to promote Chinese instruction, changes in the perceived importance of English have been assessed by education stakeholders, and the results are used to indicate a latent factor of "English push" behind the learning process. In the context of cross-cultural transition, gender differences have been found in path coefficients toward mathematics achievement and self-concept. Limited by the four-year research period, one may speculate whether it would take longer to demonstrate a large effect size in the reciprocal relationship.
[Copyright of Educational Psychology is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/01443410500390863]

A study investigated peer collaboration among high school students when solving qualitative physics problems. Participants were 18 students in a year 12 physics class in a Hong Kong school, who worked both individually and in groups to solve physics problems. Findings revealed the positive impact of engaging students in peer collaboration to solve physics problems. Peer collaboration enhanced participants' understanding and problem-solving skills, encouraged them to reflect on the objects of learning and their approach to learning physics, and provided them with a new perspective on problem solving. Other findings of the study are discussed, and recommendations for future research are provided.
[Copyright of International Journal of Science Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/09500690110038602]