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

背景： 教育界同工近年積極鼓吹小班教學，建議將小班人數由30 人減至25 人，目的之一是要讓老師有更有效地提升學生在智慧、情意和通用能力各方面的發展。香港教育學院近年亦推出『教大理想』(即成為教育大學的理想)、提升優質的教育，前年更設立『宗教教育與心靈教育中心』，提倡教育工作者應多關顧有關心靈教育的問題。這所中心是八間大專院校中獨一無二、也是香港教育學院在教育研究及理論實踐上最為突出的一個教育中心。因此，這也該是時候認真地反思教育的使命，本文作者提出一個關顧心靈教育的芻議，盼望能拋磚引玉，擦出進深探究教 育使命的火花來。
討論焦點： 本文嘗試從理念入手，按三個分題去思考，分別是：(一) 心靈教育是甚麼？；(二) 為甚麼需要關顧心靈的教育？；(三) 怎樣推行關顧心靈的教育？。筆者特別提出三個推行關顧心靈教育的方法作為芻議，分別是：(一) 觸動學生的心靈； (二) 創造學生心靈的空間； 和(三) 從時間上、空間上及素質上三方面提升學生心靈的境界。
建議： 盼望教育當局投放更多資源推動關顧學生心靈的教育；從事教育工作者今後亦更多地關注學生的心靈、並能更有效地推動關顧學生心靈的教育。
總結：教育工作者重要任務之一是要喚醒受教者向善的心靈、幫助他們活出更美好的生活、尋求積極性的自我超越。心靈教育的目的就是要幫助學生認識自己、肯定生命的價值、發揮自我的潛能，建立更正面、更積極的人生觀。
Background: Hong Kong Educators have been proposing small-class teaching, reducing the number of pupils per class from 30 to 25. One reason for the change is to provide more space for teachers so that they can care more about the pupils’ individual needs. Whereas Hong Kong Institute of Education has been promoting its reposition to University of Education which enhances its wider concern for quality and holistic ideals, the institute has also established a Centre for Religious and Spirituality Education in order to demonstrate such a concern and to strengthen its commitment to holistic and spirituality education. It is indeed the proper time for us to re-think educational mission of schools and the present paper is doing precisely this fine job and a proposal is made for the implementation of spirituality education in schools of Hong Kong today.
Aims or focus of discussion: Three questions will be raised and discussed in this paper, namely: (a) what is spirituality education?; (b) why is spirituality education needed in school education today?; and (c) how to promote spirituality education in schools today? The author is going to suggest three ways for the promotion of spirituality education in schools, namely: (a) touching the soul/spirit of the pupils; (b) creating more space for spiritual growth; and (c) lifting up the spirits of the pupils by cultivating

背景：香港近年大力推行的教育改革，銳意發展學生的創造思維能力，但要培養有創意能力的學生，我們極需一批充滿創意的教師。但是過去的研究指出很多教師都不懂得如何發展學生的創意。
目的：本研究以發展教師創意教學和學生的創意能力為主要目標。整個學習過程的構想，以托蘭斯的孕育模式為理論主線，教學過程經過了預期、深化和延伸三個階段，層層遞進，期望能幫助教師達到最有效的教學效果。
研究對象：對象包括四所學校的小四、小五、小六、中一、中二和中三的教師和學生。
研究方法：以教學實踐和分析為主，所有教學設計都由有關級別教師試教。整個研究分兩年四期進行，研究人員主要通過觀課、討論和學生作品來評核學習成果。
研究結果：本研究剛完成第一和第二階段，所以報告集中討論第二階段某中學的教學實踐情況和學習成效。通過迴旋上升的學習過程，學生不僅理解新詩內容，發展聯想能力和變化能力，並嘗試創作新詩，部分學生對詩歌產生濃厚興趣，課後仍能持續自我閱讀。
總結：教師是學生學習的輔導者，所以教師本身對教學專業投入與否，願意嘗試新的教學法與否，都影響學生學習動機和態度。托蘭斯孕育模式創意教學包括了準備、深化和延續發展的三個階段，是發展創意教學中較完整的模式。
Background: In 2000, Hong Kong launched the Education Reform. One of the main objectives is to foster the creativity of the students. Nonetheless, we need a team of creative teachers who will help develop the creative skills of students. Past research shows that many teachers do not know how to develop the creative skills of their students.
Aims: This project aims to enhance teachers' awareness of a more "creative" pedagogical approach and to develop students' creative skills. Torrance's Incubation Model in Creativity is the underpinning theory in developing these language lessons. This model includes a 3-step learning process: arousing expectation, digging deep and extending learning experience. When we plan the lessons, we have a clear focus on developing students' creativity, and to help teachers teach effectively.
Objects: Teachers and students in primary from primary five, primary six, secondary one, two and three from four schools are included in this project.
Method: The preparations of lessons are participated by teachers and researchers. The lessons had been implemented by all teachers concerned. The project is divided into 4 stages in two years. The assessment of the project includes class observation, discussion with teachers and works of students.
Results: The first two stages of this project have been completed. This article focuses on the implementation of a unit teaching in the form 1 class

香港的鄉村學校，歷史悠長，曾在香港的教育發展扮演重要的角色 1；隨著近年出生率下降，鄉村學校正面臨結束，然而，香港少數村校，在政府不准招收小學一年級的影響下仍有能力繼續接收從別校轉過來的「插班生」。本文將以兩所村校的經驗為個案，探討學生為何轉校？以及家長為何會選擇鄉村學校？調查發現村校的「學習的環境」和學生的「自尊感」是村校學生成績進步和個人成長的重要因素。本文指出：在香港的情境脈絡裡，傳統的「成本」、「效益」觀念需要進一步檢視和省思。
As the birth rate in Hong Kong declines constantly in recent years, many villages are going to be closed. However, many of them have played an active role in the educational development of Hong Kong. It is difficult to understand why some village schools still can enroll students from P.2 to P.6, although they have not been permitted to enroll P.1 students under the primary school enrolment policy of the government. The article, which takes two village schools as case study, intends to explore the questions that: Why students left their primary schools while studying? Why parents take village school as their own choice? Our survey finds that "learning environment" and "student self-esteem" are two main factors that have effects upon both academic results and personal development of the students in the village schools. It is purposed that the "cost-benefit analysis" needed to be revised in the local context in Hong Kong.
[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/]

背景﹕培育學生的閱讀表現是香港教育改革的一個重點，課程發展議會於2002年把「從閱讀中學習」列為課程改革的四個關鍵項目之一。經過幾年來的努力，香港學生閱讀能力在「2006年學生能力國際評估計劃」，從2003年排名第十位躍升至名列第三位；而在「2006年全球學生閱讀能力進展研究」中，香港小四學生的閱讀能力在四十五個參與地區中，從2001年排名第十四位躍升至第二位。從這兩個於零七年底公佈的學生閱讀能力國際評比的報告中，反映香港中小學生閱讀表現是有提高的。
目的﹕香港學生閱讀能力的提昇是從何而來的呢？為了進一步瞭解當中的原因，本文將借用一所小學個案去解構學校改善學生閱讀表現的歷程，並嘗試分析有效影響學生閱讀提高的校本策略。
研究對象與方法﹕一所香港小學的學生、家長和教師對學生閱讀表現的量性資料，加上對校內學生和相關教師的深入訪談和相關的校內文件，勾劃出這所學校在過去幾年在提昇學生閱讀的經驗。
結果﹕研究發現該校把建構閱讀文化列為學校發展的閱讀項目，然後透過學校自評的理念，持續監控學校在推行閱讀的情況；該校除了創造更多的閱讀環境外，更引入集中閱讀和發展性閱讀等策略，加上在全校教師參與的情況下，學校在三年間確立了學生的閱讀習慣。
總結﹕透過這個個案研究法，把一所小學提昇學生閱讀的校本經驗外顯，讓人們瞭解香港校是怎樣實踐校本課程改革，說明香港學生閱讀表現的提昇，是不少學校和教師的努力耕耘的成果。
Background: One of the theme of educational reform is to improve the reading performance of pupils in Hong Kong. The Curriculum Development Council stated "to promote a reading culture" is one of the four key tasks of school curriculum reform on 2002. After several years, Hong Kong pupils have a better result in international assessments. In the Programme for International Student Assessment(PISA), Hong Kong pupils have a clear up from 10th in 2003 to3rd in 2006, Meanwhile, Progress in International Reading Literacy Study (PIRLS) 2006 finds that Primary 4 pupils in Hong Kong come second in reading literacy among 45 participating jurisdictions, up from 14th in 2001.
Aims: To investigate the improvement of pupil's reading by a case study and analysis the school-based strategies used.
Method: Beside the quantitative and qualitative data of a primary school, focus and in-depth interviews are used to triangular the reasons of the improvement of this primary school.
Results: The improvement of pupils' reading in this school causes from several reasons. The school utilize self-evaluation concept to regulate the pupils reading, create more opportunity for pupils' to read, adopt useful reading strategies for the school development.
Conclusion: The case illuminates the process of a school to improve pupils' reading performance and gives

背景：香港進入了兩文（中、英文）三語（英語、粵語、普通話）的新紀元。藉訓練普通話口語的同時亦教導思維技巧，是一項創新課程的設計及具挑戰的教學安排。
調查對象：研究對像是普通話興趣班的學生，分別來自小學及初中，依年齡分為6-10 和11-14 歲。
調查方法：採用質量調查方法，透過導師的觀察和收集學生的導圖作品進行評估。
調查結果：研究結果發現心腦導圖對學生學習興趣和說話內容的組織程度有幫助。
總結：本文報導的普通話科使用心腦導圖的行動研究，在學生來說除了是一種新的體驗外，對教師的教學素質也是一種提昇。
Background: Hong Kong has entered a new era with the usage of two written languages (Chinese and English) and three spoken languages (English, Cantonese, and Putonghua). To teach Putonghua and thinking skills at the same time is a creative and challenging lesson arrangement.
Aims: This paper reported the findings of an action research involving the introduction of mind map not only as tool to help the students organizing their thinking and learning but also to further enhance the quality of the spoken Putonghua.
Sample: The participants of the research were primary and junior school students aged between 6 and 10 as well as 11 and 14 respectively. They were all interested in learning Putonghua.
Method: Qualitative method was used to gather data for the study and involved teacher observations and the evaluation of the mind maps drawn up by the students.
Results: It was found that the mind maps had been helpful in student motivation and organization of the contents of the spoken Putonghua.
Conclusion: The action research reported in this study had provided very insightful experiences for the students on one hand and had raised the quality of teaching Putonghua on the other.
[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/]

教育統籌委員會第七號報告書為推動「優質學校教育」提出了不少的建議，包括確立質素保證架構，透過校本管理加強學校各主要成員的合作，以及推行學校自我評估來保證各校本身的質素。為了支援本港小學更好的發展校本評估機制，香港初等教育研究學會於2001-2002 年得到地區教師專業交流計劃的支持，與教育署合辦一個小學校本評估支援計劃，為了更好地推廣及利用上述的成果，香港初等教育研究學會又得到地區教師專業交流計劃的支持，於2002 年10 月至2003 年9 月推行「小學學校自我評估的行動研究與分享」計劃。是項計劃一共接納了九間學校參與，此論文將分享其中的實踐經驗及就學校自我評估提出一些推行建議。
The Education Commission Report No. 7 suggests focus on ways to improve school management and performance towards the provision of quality school education to better meet the needs of pupils. Internal quality assurance should be achieved through school-based management, participation of parents and teachers, and self-evaluation by schools. The Hong Kong Primary Education Research Association carries out a plan: Support Scheme for School-based Evaluation of Primary school to assist primary schools to develop their own school-based evaluation plans in 2001.Then the HKPERA gain another project: Sharing and Action research on School Selfevaluation in Primary School which is funded by District Teacher Network. This article aims to share the experience within nine participating schools and suggest ways for the implementing of self-evaluation in 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.org.hk/]

教學實習是職前教師教育重要的一環，學員可以透過實習將學到的理論作具體實踐和驗證。本文就職前教師教育的教學實習，從不同的運作層面探討學院與實習學校間四個合作模式，並提出建立成功與持續性之院校合作關係的各項要素。文章的第二部份則集中探討香港情況，對香港教育學院與學校的合作模式作深入剖析，報告參與院校合作計劃的學員和學校教師之訪問內容。最後，本文歸納各類型合作模式和參與者的經驗分享，總結院校合作賦予的啟示，進而展望未來的合作路向。
The field experience is an important component in the initial teacher education programme and this is an opportunity for the student-teachers to contextualize and test out their learning. This paper sets out to examine the operational levels of institute-school partnerships in which the initial teacher education and schools are engaged as partners in the field experience. Having identified the levels of operation, the literature review describes four possible models of partnership and defines conditions for the success and maintenance of such relationship. The second part of the paper examines the local context by analyzing the various forms of partnerships that the Hong Kong Institute of Education has been engaged in. Moreover, interview data from the student-teachers and the school teachers who participated in the schemes of collaboration were reported. Drawing on the different modes of partnership and the experiences of the participants, the paper concludes with the implications and postulates the future direction of development.
[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/]

在二十世紀初，教師早以專題研習作為教學設計。雖然一直沿用至今，仍未能被本港一般學校普遍採用。近年，由於它被列為課程改革的四大關鍵項目之一，教師便一窩蜂去嘗試。然而，教師卻認為專題研習除花去他們不少的教學時間、增加他們的教學負擔外，學生亦因未能適應專題研習的主動學習方式，及未能掌握所需的社交技能而使專題研習的效果不一。建議教師多採用「學習型」的專題研習，輔以合作學習去幫助學生作好進行專題研習的準備。
Project learning, as a teaching strategy, has been used in the classroom since the early 20th century. Despite its historical background, it has not been popular among the Hong Kong teachers until it becomes one of the four key tasks in the current education reform. Nevertheless, many teachers still think that project learning is time-consuming, as well as a burden to their teaching load. Sometimes, the effect of project learning is not good because students have not yet accustomed to learning by themselves, apart from not yet acquiring the necessary social skills for project learning. It is recommended that teachers should adopt the kind of project learning that focuses on learning something new rather than consolidating something old, in addition to using cooperative learning to prepare students for project learning.
[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/]

背景：我校向以「全人教育」為宗旨，希望培育學生成長和為他們未來的事業作好準備。為貫徹此宗旨及配合教育改革的推行，除了一貫的課堂教育外，我校亦認同經驗教育的重要性。因此，我校以「走出普通課堂的多元化活動學習體驗周」為口號，舉行「活動周體驗計畫」，邀請全體同學根據自己的興趣及能力參加不同的活動。
目的：此文章將討論舉行此類全校性活動應注意的事項，及老師如何與學生一起學習。
調查對象：由於只有我校舉行此「活動周體驗計畫」，所有資料由德信中學提供。
調查方法：此文章是透過個人經驗、專業討論及有關的政府刊物的資料，集合而成的。
調查結果：此文章提供了一系列的指引，讓有志舉辦同類型全校性活動的老師及學校，可以作一個參考。在舉辦類似活動時，應以學校辦學使命為原則，以學生得益及安全為大前提，在得到學校各持分者支持，才大力推動；否則，祇會勞民傷財。
總結：「活動周體驗計畫」是我校「全人教育」內的一個有計畫的主要活動，全體同學會按照自己的興趣及能力參加不同的活動。因此，一個詳盡的計畫便是帶領其成功的一項重要因素。此文章正提供了一系列的指引讓老師，製作其活動，「為孩子創造出更好更闊的學習空間」。
Background: Whole person education for our students is the mission of our school. We help them to develop their personal characters and to prepare for their own career paths. To fulfill the above challenging mission and the recent educational reform, apart form the normal classroom teaching, the School recognizes the importance and value of experiential or activity based education. Hence, we introduced the Activity Week Experience (AWE) Programme to provide our students a week of diversified learning experiences out of the ordinary classroom! All students are invited to join different organized programmes based on our own interest and abilities.
Aims: This paper is going to discuss the main concerns on organizing such a school-wide experiential learning activity and how our teachers also learn together with our students.
Sample: The programme has only been conducted in our school. Tak Sun Secondary School is the only information source.
Method: Personal experience, professional discussion and reference to the relevant Government documents were used in drafting the paper.
Results: A series of guidelines were suggested as reminders for the teachers and the school if they would like to produce similar school-wide activities. To start a similar school-wide activity, the school should put the school mission and the safety of the students as the first priority. Then, with the strong support from different school stakeholders,