背景：2000年，香港課程發展議會發表《學會學習‧學習領域‧中國語文教育〈諮詢文件〉》。提出2002年後在中學階段實施加強文學元素的新修訂中國語文課程，同時，為了加強學習內容的聯繫，高中階段也可以開設綜合的中國語文課程，其中包括現在中國語文、中國文學、中國語文及文化和普通話各科的學習；或為對文學有濃厚興趣的學生開設選修的中國文學增潤課程，以發展學生多方面的學習興趣與專門能力。因此，還須重新審視科目分合，考慮在高中階段是否仍然保留中國文學科作為選修科。
In the year 2000, the Hong Kong Curriculum Development Council published a consultation document "Learning to Learn: the Way Forward in Curriculum Development" on the Key Learning Area (KLA) of the Chinese Language Education. It was suggested strengthening the literature elements in the above KLA, and advised that an integrated Chinese Language curriculum to be offered in the senior secondary education. The new curriculum framework includes Chinese Language, Chinese Literature, Chinese Language and Culture and Putonghua, which currently are separated subjects in school curriculum. In addition, it was suggested that enrichment programmes on Chinese Literature to be provided to meet the learning needs of students who have keen interest in this area. In view of the above proposals in the consultation document, the issue of whether offering Chinese Literature as an elective subject in the current senior secondary school curriculum needs to be carefully considered.
[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/]

本研究調查教師對現行中學中國文學科課程的看法和意見，作為未來課程發展的參考。研究結果，教師對現行課程內容和整體印象態度正面，對任教本科的能力和興趣有信心，對學生的看法亦態度積極，並且能在應試教育和文學教學之間取得平衡；他們希望教育當局從考試制度上去配合，發展文學教育，減輕學生考試的壓力，培養學生欣賞文學的能力。
This study investigated the teachers' views and comments on the Chinese Literature course syllabus in secondary schools for the reference of future curriculum development. It was found that the teachers were positive to the present syllabus contents and overall impression. They were confident of their abilities and interests to teach the course, and of the students' attitudes towards it. They found a certain balance between assessment and literature education. However, it was hoped that the EMB could further fine tune the assessment instruments to alleviate students' examination pressure and raise their ability in literary appreciation.
[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：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

作者指出語文的特質有工具性、思想性、知識性和藝術性。當語文教師面對現代作品和古典文學的作品時，當然要指導學生去理解和欣賞，但不能忽略作品中的語文基本屬性，要在文學作品與語文應用之間，為不同程度的學生，搭上一度可通的橋樑。（關之英整理）

文章有三個重點：一、對中四、中五語文、文學分教的看法；二、如何重新建立對文學的價值觀；三、學習中文應以朗誦背誦為基礎。（關之英整理）

作者指出，香港中學中國文學科課程可分為四個時期：1974年以前，1974至77年，1978至90年，1990年以後。此文介紹這四個時期的課程目標、選材、考試範圍及當時討論的要點。（關之英整理）

作者強調學生學習興趣的重要，並將個人在校內對課程調適的經驗，就學生學習的過程和反應，作出報告。報告顯示教師對教學的熱誠和創意對學生的學習有很大的關係。（梁振威整理）

作者指出，本世紀西方最流行的文評流派包括道德批評、心理批評、社會批評、形式主義及原型批評五派別。這些文評理論是中學生學習評論文學作品的基礎。傳統讀書報告的寫作框架，易窒礙學生思考，不妨要求學生分小組循多角度討論，如小說的人物性格、作品主題、高潮；散文的層次；影視媒體改編本與文學原作之比較等。然後再安排學生寫讀後感，並與教師討論；這樣，學生的閱讀得益會較大。（黃潔貞整理）

引導學生寫作，可從模仿課本範圍入手。作者以〈繁星〉為例，指出引導學生詩歌創作的步驟。（關之英整理）