隨著97回歸，普通話科成為香港中小學核心科目。世紀之交，語文課程重組，中、普兩科同被納入「中國語文教育學習領域」，「普通話教中文」更訂為語文課程的長遠發展目標。在「普教中」情境下，中、普兩科內容的重合更形突顯。除了聽、說範疇的教學目標和重點相若，兩科的朗讀訓練及拼音學習也難以明確分工和配合。本文從語文課程發展和規劃的層面出發，探討普通話科在這過渡期間，可以如何回應教學形勢的需要，在新階段的語文課程中有效蛻變和重生。
[Copyright © 2017 中華書局(香港)有限公司.]

中國語文科課程改革後，香港的中國語文教學法亦從傳統的直接講授，變得多樣化，其中影視教學因未曾為教師充分掌握，難以發揮最大的教學效益。本文嘗試探討影視的語文教學功能和利用影視進行語文教學的策略，並就中國語文科的九大學習範疇，分別舉出結合影視的語文教學設計，期望能令教師更有效地利用影視進行中國語文教學。
[Copyright © 2017 中華書局(香港)有限公司.]

為編製一冊以歷史人物為題材的讀本，供非華語讀者閱讀，製作團隊遇到巨大挑戰。本文報告部分製作經驗，並通過語料分析的檢測結果，探討有關中文二語閱讀材料的遣詞用字問題及其教學啟示。檢測發現：（1）一些表達政治、軍事、倫理和道德概念等的慣常用語，並不容易改寫或詮釋；（2）製作初期恐怕會太深太難的詞語，不少都在香港小學學生學習的字詞範圍之內；（3）漢字數量繁多，有些字形看起來大同小異，加上不同電腦字體的筆畫變異，可能困擾非華語學習者，值得正視。
[Copyright © 2017 中華書局(香港)有限公司.]

The world is increasingly recognising the importance of addressing key issues such as climate change, environmental protection and clean air and water through initiatives such as Agenda 21 (United Nations, 1993), and the Sustainable Development Goals (United Nations, 2016). In 2013 Hong Kong Institute of Education launched a one-year full-time Master of Arts in Education for Sustainability degree, targeted at an international audience. The program is an educational innovation that seeks to graduate students who will reform the contemporary world. The first cohort commenced in September 2014, and this research investigates the motivations of students who enrolled in the first three cohorts of the program, particularly • where the students come from • their undergraduate background • their reasons for enrolling in the program • what they learned from the program • where they are now • whether the program changed their career directions. All students enrolled to date were to complete a questionnaire that addressed the above questions (approximately 100 students). Their responses were analysed thematically and provide insight into the role of the Masters degree in developing graduates' abilities to reform the contemporary world. This is particularly important in the Hong Kong SAR and China because most graduates come from mainland China, and China recently released its 13th Five-Year Plan on Education Development (CPC, 2017). The Plan defines the requirements for implementing ESD at all education levels in China for the next five years. This paper reports on how well prepared the students feel to work towards these goals in China and elsewhere.

Purpose: This paper aims at review the rationale of STEM education in business subjects prospective. STEM (Science, Technology, Engineering and Mathematics) education is a new trend in the Asia-Pacific region in the recent years, such as Singapore and Japan. Through studying others countries experience, it discuss the missing link of STEM education in Hong Kong. Methodology: First of all, it describes the purpose of STEM education and recent development in Hong Kong secondary school by reviewing HKSAR STEM education report. Second, there are two STEM education sample schools from western country and Singapore. It discusses the purpose of promoting entrepreneurial STEM education in these countries. Finally, compare with others countries, it try to identify the missing link between business education and STEM education by reviewing Hong Kong's entrepreneurial education. Result: Although entrepreneurial education is mature and supported by professional parties in Hong Kong, there is a gap for business subjects to enhance the effectiveness of STEM education by integrating entrepreneurial education into STEM education, especially in secondary level. Conclusion and discussion: It is necessary to provide authentic learning for students from private and public sector commitment. Cross subject collaboration for professional development should also developed at secondary school. It aims at not only accommodating the purpose of Hong Kong STEM education, but also enhance teachers' collaboration and students' cross subject integration competence in problem solving with various stakeholders' support.

Self-Contained Underwater Breathing Apparatus (SCUBA) diving is always regarded as a risky activity to be conducted as an extra-curricular activity in the schools of Hong Kong. However, it provides a golden opportunity for students to experience the marine nature and serves as an excellent pedagogical tool of field based learning on the environmental education. The presentation will report a case study of an international school in Hong Kong on how they utilize SCUBA diving as a tool to enhance their students' knowledge about ocean and to foster the pro-environmental attitude. The teachers of the school have developed a tailor-made curriculum using problem-based approach, articulating with the discussion of current local environmental issues on marine conservation. The students have been forming a team to join the annual global citizen-scientist programme, Reef Check, to contribute their effort in revealing the health of coral community system in Hong Kong. A mixed research method, which includes semi-structured interviews of teachers, current students and alumni, and the self-administered questionnaire for them, was adopted in the study to evaluate the ocean literacy and pro-environmental attitude of the students and the effectiveness of the programme. The difficulties faced by both the teachers and the students throughout the implementation period of the programme will be reported. The opportunity and the challenge to run such a programme in the local school will be discussed, which would provide significant insights to other local schools conducting similar field-based learning and teaching activities.

Despite STEM education is highly advocated in Hong Kong schools, teachers and students are still lack of the relevant personal experience and practical training, especially in an informal learning environment. This paper reports on a new event of STEM Olympiad 2016 organized by The Education University of Hong Kong and supported by the Education Bureau of the HKSAR Government and other institutions, aiming at providing senior secondary school students with informal learning opportunities to deepen their understanding of STEM and reflecting on their interest towards pursuing further study in STEM subjects and career; and creating an atmosphere conducive to the teaching of STEM in secondary schools and heighten teachers' and students' awareness of the importance of STEM education. Students participating in the STEM Olympiad completed a “Knowledge Challenge” on both individual and team bases, and competed in the “Innovations in Practice Challenge” to solve the local wastewater treatment problems. Each team had to design, assemble and test a treatment system prototype to meet the design criteria and to demonstrate their knowledge and skills in STEM without prior training and preparation. Before the final challenge, a mass expert lecture was delivered by an experienced engineer to enrich students' knowledge in the wastewater treatment and its underlying scientific principles. A series of 11 parallel education forum and workshops were also held to raise participants' awareness of the importance of STEM education as attended by hundreds of teachers and students. The competition yielded a total of 36 gold, silver and bronze medals awarded to the competition winners. We conducted student and teacher questionnaire survey and interviews after the competition to collect data on their perceptions and opinions of the event. As expected, the feedback is generally positive in many aspects. In particular, the students widened their vision in STEM and the teachers also obtained a holistic

Recent educational research reveals that case studies can be applied in STEM education as a pedagogically powerful method for teaching scientific concepts and contents as well as science process skills. However, there exists very little research or literature on the instructional use of case study in STEM education in Hong Kong. Hence, a team of science educators and scientists initiated a collaborative project to investigate how feasible case study can be incorporated in STEM education. Over a period of seven months, we developed case teaching materials (including case story line with authentic data, worksheets for field trip and laboratory experiments, online/remote-controlled experiments, aerial movies filmed by drones and virtual reality videos etc.) for topics purposefully selected from (i) Hong Kong Wetland Park, (ii) two large sewage treatment plants/projects of the Drainage Services Department, and (iii) landfill gas used by the Town Gas company. This teaching approach was implemented in three different courses in our education university. A set of instrument for mixed research method was specifically developed or modified for collecting data on the learning effectiveness and feedback from a total of 115 students enrolled in the aforementioned three courses. Essential features of the case teaching materials and preliminary findings of the evaluation will be presented. The discussion on the difficulties encountered in the development and implementation stages as well as the direction for the future research and development work will be highlighted.

To maintain one's competitiveness edge in a global sense, we have observed a wide spread drive in various economies on STEM (science, technology, engineering and mathematics) education at different levels of education. The emphasis on STEM education originates in the US back in the middle of last century, since then tremendous input of resources and efforts have been put into STEM education for its development and implementation. The Chief Executive of the Hong Kong Special Administrative Region highlighted Hong Kong's commitment to STEM education in his three successive Policy Address in 2015, 2016 and 2017. Echoing this high level commitment were the reports on STEM education published by the Education Bureau of the HKSAR Government and the Academy of Sciences of Hong Kong. Given these, there is still a wide spectrum of views as to the “What” and “How” of STEM education among stakeholders. While hero cases of STEM education and learning resources have sprung up in the past few years, we yet have to see sufficient research evidence to shed lights on the ways to scale up the initiative. This speech will attempt to reflect on the global and local lessons on STEM education.

STEM（科學、科技、工程與數學）教育，是近年香港教育當局力推的教育項目，並由政府以專項撥款的形式支援學校推行（小學為十萬港元、中學為二十萬港元）。政府在 2015年發表諮詢文件，並且計劃在 2016 年起的三個學年，推出不同的項目以推行 STEM 教育。本文將以香港三所小學（浸信會天虹小學、天主教博智小學、慈幼英文學校）為例，透過他們推行 STEM 教育的經驗，檢視現時政策與學校實踐之間存在著什麼問題，並且以他們的經驗，嘗試為香港未來推行 STEM 教育提出建議，供各界參考。