背景：近年教育改革成為世界各地廣泛關注的公共政策議題，而各地教育改革的經驗更是值得詳加比較與研究，以作為相互參照之用。
目的或討論焦點：本文把分析及討論之重心聚焦在教育改革過去20 年在香港的發展經過、主要改革措施，以及教改的矛盾和影響之上。
論點/評論/建議：全文共分四部分。第一部分概括地回顧香港教育改革自20 世紀80 年代的發展背景與演變狀況；第二部分則集中探討教育改革的主要內容，特別關注學制、學校管理、質素評鑑、教師專業及辦學模式等方面的轉變；第三部分分析及討論該等改革措施的影響及啟示；最後為總結部分。
總結：本文著重指出，近年香港教育改革明顯受到其他地區所進行之改革所影響，與海外地區相似的是教育質素指標化、權力下放與集權同時出現，以及商業化或市場化等。這些因素都深刻地影響著教育工作者的工作。
Background: Recently, education reform has been a focus of public policy discussion. It is valuable to compare the education reforms in different places in order to reach a deeper understanding of the reform in a particular place.
Aims or focus of discussion: The purpose of this paper is to review and analyze the process, major measures and changes over time in relation to education reform in Hong Kong. It also examines the problems and impacts involved.
Arguments / comments / suggestions: The paper is divided into 4 parts: (1) a review of education reforms since the 1980s; (2) the major measures adopted, particularly those related to the education system, school management, quality assessment, teacher professionalism and the school system; (3) a discussion on the impacts of these reform measures; and (4) conclusion.
Conclusion: This paper points out that the Hong Kong education reforms, being affected by experience elsewhere, are dominated with several features, such as the stress on quantifying education quality, the simultaneity of evolution and centralization, and the education marketization, which are all important factors that affect the teaching life of ordinary Hong Kong teachers.
[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/]

問責制是各國探討教育改革其中一個重要問題。在香港體育教學，若果沒有設訂「適切及完善」之問責制，大多學校將不重視體育科目的課程設計內容及學生之學習果效。2001 年開始推行之教改方案，以及在2004 年「三三四」高中學制改革，雖然教改中所設計的主要理念正確。但因為未能設立一個「適切及完善」之問責制，所以在課程目標、內容及評量之設計並不配合。本文從問責制度分析教育改革中，體育課程之設計及當前需解決之問題。
Accountability is the objective for education reform in the 1990s. In Hong Kong, there are no suitable and publicly acceptable accountability systems for the physical education curriculum, thus curriculum design, and teaching content, as well as teaching effectiveness related to the school physical education will generally neglected. The education reform started in 2001 and the consultation for the "334" system of the senior reform began in 2004. As a result, the aims of physical education have generally been accepted by teachers. However, the reform design was flawed with a mismatch among the aims, content and assessment. This was due to the lack of suitable and acceptable accountability systems. Based on the accountability system approach, this paper evaluates the design of the physical education curriculum and the problems in the current curriculum implementation, based on which comments have been suggested.
[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：香港政府自2000 年開始施實教師「語文能力要求」以及相應的「教師語文能力評估」。在這項政策之下，全港中小學的常額英文和普通話科教師必須在特定時限之前達到相關語文能力要求，否則將不獲准繼續任教英文或普通話科。政府的是項舉措在本港教育界引發了廣泛的爭論。
目的：本研究目的在於調查政府該項措施實施兩年之後，受影響的中學普通話科教師對政府此項舉措的一般意見和態度。
調查對象：本研究的調查對象為香港中學普通話科科主任教師。
調查方法：本研究採用直接問卷的方式進行。以郵寄方法向香港400 間中學的普通話科科主任進行問卷調查，成功收回問卷177 份。
調查結果：結果顯示，普通話科教師一般認為，政府的這項政策對於語文教師的專業發展有其必要；但是，由於政府強力推行是項政策，加重了教師的工作負擔，所以不受教師們的歡迎。
總結：如果想令到政府的這項政策得到語文教師的歡迎，政府必須有相應的措施有效地減輕受影響教師的工作壓力，因為是項政策的實施實際上加重了教師業已十分繁重工作量。
Background: Since 2000 Hong Kong government has pursued a new policy of Language Proficiency Requirement (LPR) and conducted Language Proficiency Assessment for Teachers (LPAT). under witch all English/Putonghua teachers holding a permanent post in a public-sector schools or a local private primary/secondary day schools offering the full curriculum will not be allowed to teach English or Putonghua if he or she had not met the required language proficiency level by specific deadlines. This policy triggered off a heated debate from all sides of education circles in Hong Kong.
Aims: This study aims to collect the general opinions and attitudes of Putonghua teachers towards this new government’s policy two year after the policy had been put into practice.
Sample: Questionnaires were sent to 400 secondary schools and total of 177 questionnaires filled in by secondary school Putonghua subject chair teachers were collected.
Method: Questionnaire survey was conducted and the written responses received from the respondents were tabulated.
Results: This study found that the secondary school Putonghua teachers generally disliked the new policy of LPR which had been strongly carried out by the government, although the new policy was accepted as a necessary step for Putonghua teachers' professional development.
Conclusion: To make the new policy favorably received by language teachers, the government needs to do something substantially to lessen the burden of affected teachers, because

九七年版香港小學普通話科課程綱要頒行以來， 配應的教科書陸續面世。由於課程架構和理念的翻新， 教科書編者又嘗試從不同的角度體現綱要的精神， 各種教材的編排系統、內容重點等難免有不同程度的差異。要有效運用及發揮這些教材， 是新教師面臨的一大挑戰。透過一項新入職教師專業成長的研究，我們探討了一些新教師在教材運用方面遇上的困難和限制， 並歸納出他們有待增強的知識和技能。
Since the implementation of the current Putonghua curriculum in Hong Kong in 1997, corresponding teaching materials have been developed to meet the requirements of the curriculum. Because different textbook writers interpret the curriculum differently in terms of teaching objectives, teaching contents and teaching approaches, etc., teaching materials generated vary in focal points. To use these materials effectively in teaching becomes a big challenge, especially for beginning teachers. In a study on the professional growth of beginning Putonghua teachers, their problems in adopting commercial teaching materials are investigated, and the knowledge and skills with which they need to become competent language teachers are identified.
[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：近年學校實踐校本課程發展計畫，識字教學常是熱門的設計項目。本文作者為了配合這一種趨勢，在師資培訓課程中嘗試運用「輔導探究式教學法」指導職前學員掌握教小學生識字的方法。整個嘗試設以行動研究的形式來完成。
目的：是次行動研究的目的是探討該班學員在「輔導探究式教學法」的指導下的學習成效、他們對這種授課方法的情意反應，和「輔導探究式教學法」應用在師資培訓中要注意的問題。
研究對象：香港教育學院一年制的小學學位教師教育文憑課程的九名學員。
研究方法：本研究按「輔導探究式教學法」的理論安排整個教學過程，包括教學輸入、學員分組討論、分組導修課和報告課四個環節。在四個環節完成後，進行評估性測驗和問卷調查，以回答研究要探討的問題。
研究結果：學員通過「輔導探究式教學法」基本上能明白教識字的方法和原理，他們也普遍接受這種教學方法。從研究者觀察所得，該組學員的自學能力較弱，部分學員在學習上存在「拿來主義」的心態。
總結：用「輔導探究式教學法」指導該組學員認識怎樣教識字，就成效而言是可接受的。在施教的過程中，研究者體會到，學員的自學能力和態度對他們的學習成效有一定的影響。這兩方面如何改進，很值得同行三思。
Background: In the recent years, practicing the school-based curriculum development program is a norm; designing a useful Chinese Character Cognition ("CCC") approach becomes a very hot topic in the education arena. Following on this general direction, the author of this paper has conducted an action research study using the Guided Inquiring Method ("GIM") as the methodology against Chinese Character Cognition with a group of students from the Teacher Training Program, who prepare themselves to be the primary school teachers.
Goals / Aims: The objective of this study is threefold -- to investigate the effectiveness of applying GIM against the target study group, to observe the degree of their acceptance, and at the same time to reveal what should we pay attention to while using this method.
Target Study Group: A group of 9 students from the Postgraduate Diploma in Education (Primary) program (one year full time) at the Hong Kong Institute of Education.
Method: The general design of the entire study is based upon the theory of the Guided Inquiring Method, plus injection of basic teaching knowledge, group discussion, group tutorial sessions, and in-depth discussions among the target group members. In order to accomplish the goal of this study, objective assessment and questionnaire were used to confirm the findings at the end stage of the study.
Results: There are two key findings in this study. (1) With using GIM, it

在學校裏，校長的領導固然重要，但是沒有高質素的中層管理人員的協助和配合，要達致優質學校教育的目標是有困難的。中層管理人員是學校的骨幹，亦是校長和教師的橋樑，他們在學校扮演著很重要的角色。近年，由於校本管理的落實和多項教育變革在學校推行，大大增加了中層管理人員的工作量和領導需求。本文透過對六十多名負責推行教育變革的學校中層管理人員，瞭解他們在其崗位上所面對的困難，並作出了分析及建議。
There is no doubt about the significance of principal leadership in schools. However, without the assistance and cooperation from the effective middle managers, it is difficult for principals to meet the targets for quality school education. School middle managers are the backbone of the schools and also the bridge between the principal and teachers. They play a crucial role in the school organization. Recently, the implementation of school-based management and many other school reforms in Hong Kong have increased the workload of middle managers. There is an increasing need of their leadership in schools. This study has collected data from about sixty middle managers who are responsible for implementing school reforms in the primary educational sector. Problems faced by the middle managers of Hong Kong primary schools in leadership are analyzed and discussed. Implications for future improvement are made.
[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/]

根據七號報告書的建議，教育署於成立了質素保證視學組後，標誌了香港學校教育的評估踏進一個新階段。九七以前，香港政府並沒有建立一個機制去評估公辦學校的表現。就學校教育的評估，本港學者鄭燕祥曾指出教育質素指標就是描述學校層面或系統層面的輸入、過程及產出主要方面的質素指標。但除了關注中央性指標外，亦有國際學者注視校本評估的重要性。故此，教育署亦鼓勵各學校進行校本自我評估，質素保證組於零零年發出一份學校自我評估資料冊，期大力推動本港學校的校本評估。而這篇文章的重心則在回顧校本評估的發展，引用一間曾受評鑑的學校同工的回應，探討香港學校校本評估的前景。
In order to pursue quality education in school, the Education Department set up the quality assurance framework for school education in 1997. This framework aims to achieve the due balance between providing support to school through school improvement and exerting pressure through accountability within this framework. External review on the performance of school is taken up by the Quality Assurance Inspection teams from Education Department and each school should carry out her self-evaluation. As part of school-based management, each school is engaged in on-going review of her strengths and weaknesses. This paper aims to discuss the development of school-based evaluation in Hong Kong by reviewing of related government policy papers and a case of an evaluated school.
[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/]

「合作探究學習法」是「合作學習」其中一個模式，一般以小組形式進行。這模式強調各成員的個人學習績效、積極互賴精神和人際及小組學習技巧。它能有效提升學生的探究思維能力，有系統地提出問題、界定問題、搜集有關資料，利用有關語言和文字作出解釋，促進小組各成員及團體彼此之間的交流及增進他們的內在動機。教師及教育工作者可從有關中國語文教學的建議中，參考此創新教學模式的實施和評估，並商議其在未來教育改革上的可行性。
Group Investigation (GI) is a model of cooperative learning in which students learn together in a group. The module emphasizes individual accountability, positive interdependence and interpersonal and group skills of the group members. Hence, GI is effective in enhancing students' skills of exploring and thinking, their ability to raise and identify questions systematically, seek relevant materials and present the organized materials verbally and in written form. The model can also increase interaction among students and their intrinsic motivation. From the example given on the teaching of Chinese language, teachers and educators can make reference to the implementation of GI in the classroom to determine the feasibility of such a model of innovative teaching in the education reform for the future.
[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/]

漫畫(尤其是武打技擊連環圖)在香港甚為流行。本研究嘗試了解其所潛藏的價值和性別意識，以時下流行之武打漫畫，進行內容分析。發現其對兩性、英雄感和暴力等的描繪都是扭曲及誤置的，估勿論對成年或青少年的讀者，在道德判斷上，也可產生不良的影響。基於相關的發現，為學校和教育工作者所能作的，提出建議。
Comic books, especially those related with martial art and violence, are popular in Hong Kong. This research tries to study the values and gender concepts conveyed in such comics. This study, which is based on content analysis of comics, finds the portrayal of sex, heroism and violence to be both distorted and disproportionate. This can have devastating impact on the moral judgment of the readers, who can be adults as well as teens. Based on the findings, suggestions about how schools and educators can tackle the problem are made.
[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/]

1920 年，香港政府為了解決日漸增多的學童就學問題，同時成立了官立女子漢文師範學堂和官立漢文男子師範學堂。這兩所學校與1914 年開設的官立實業專科學校漢文師資班和1926 年建立的官立大埔師範學校，共同為當時香港各區漢文學校培養、培訓合格的師資。自1920 年創立到1941 年停辦為止，女師前後一共畢業學生二十一屆二百零二人，為香港基礎教育（特別是女子教育）的發展起了一定的積極作用。由於至今尚未有人對這所早期師訓學校從任何角度進行研究，以致包括教育界的絕大多數港人對它幾乎毫無認識。本文通過搜尋各類零星的文獻資料，希翼盡量理清這所香港歷史上僅有的女子師範學校的發展線索，還其在香港師範教育史上的應有位置，並以此引發同好進一步研究女師及香港教育史的興趣。
The Vernacular Normal School for Women (VNSW) was established in September 1920 by the Hong Kong Government under the governorship of Sir Reginald Edward Stubbs (1919-1925) to solve the problem of shortage of qualified schoolteachers. Together with the Vernacular Normal School for Men (1926-1940) and the Vernacular Tai Po Normal School (1926-1941), the teacher training institutes supplied majority of the qualified pre-service Chinese teachers in Hong Kong during the ensuring two decades. This paper, using primary and secondary sources, discusses the background of establishment, staff and students, curriculum, and closure of the VNSW, as well as its contributions to the progress of Hong Kong's female education.
[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/]