This paper aims to report a collaborative study project between a teacher training institute and two secondary schools in Hong Kong. It involves the initiation of an innovative curriculum model titled “sport education”. The study attached to the practice-referenced and interpretive research perspective with interviewing and video-taping of lessons as tools for data collection. It inquires how 2 experienced PE teachers and 12 secondary 4 students with “high-”, “average-” and “low-level” sports skill proficiency articulated their teaching and learning experiences with sport education. The findings revealed that both teachers accepted sport education for providing positive learning experiences for promoting students’ generic skills and all round development. Students’ active learning, motivation, self initiation, creativity and team cohesiveness were also enhanced. Most students satisfied with experiences of taking roles, performing duties, affiliating with teams, collaborating with others and accomplishing tasks. However, both teachers experienced difficulties of increase in workload. 3 students encountered unpleasant experiences of injury, unfair judgment of the referees and completing assignment after school illustrating their differences in expectation on physical education. Recommendations are made for overcoming these difficulties. The findings of this study provide qualitative insights on how sport education can better be implemented to enhance students’ learning in physical education.
[Copyright © 2009 Asian Journal of Physical Education & Recreation.]

本文旨在匯報在香港中學數學科創新教學法的探索性研究結果。“翻轉課堂”，即學生在家中觀看相關概念視頻資料後，然後在課堂上解題，可以讓學生提高學習解決問題的能力和相關知識；而創新教學法與“翻轉課堂”的方式恰恰相反，學生首先在課堂中盡力解決問題並分享結果，再通過家中觀看相關概念與步驟的視頻來鞏固概念和解題步驟。同時整個教，學過程利用移動裝置支援學生學習。這種創新教學方法名為“流動翻轉課堂”。中學一年級的兩個班級參與了本次兩個星期的研究，其中一個使用“翻轉課堂”而另一個使用“移動翻轉課堂”。研究結果表明儘管兩個班級學習成績均取得提高，但使用翻轉課堂的班級有更好的表現。但是，在解決問題技巧方面，學生使用新的教學方式展示出更好的結果。這表明新的教學方式有助於提升學生解決問題的能力。

The purpose of the study was to investigate the characteristics of the organizational socialization of beginning secondary school physical education teachers. The factors that confronted the teachers in their first year of work and the influence of their teacher education on their perspectives and practices were examined. Thirteen physical education graduates of the Hong Kong Institute of Education in 2005 teaching in secondary schools were purposely invited to participate in the study. Qualitative data were collected by a combination of techniques: passive participant observation, formal and informal interviews, document analysis, and journal writing. Constant comparison and analytic induction were used to organize and categorize the data. Data generated helped to understand the confrontations faced, the influence of the workforce factors and the physical education teacher education programme on the perspectives and practices of beginning teachers. Although the beginning teachers were generally satisfied with their teacher training, results indicated that these teachers were facing different problems and difficulties within their school contextual conditions during their first year of teaching. This workforce impact was mainly from their school colleagues, students, administrators, work responsibilities and school culture. Three themes of survival strategies were employed: a) professional conception; b) compromised practice; and c) peer support. This information is valuable to physical education teacher educators as they have responsibilities in helping their students to make a successful transition into their workforce. Findings of the study hold implications for the preparation of physical education teachers with respect to the influence of organizational socialization.

Civic education is considered as a way to nurture good citizens who work to develop the polity. However, in real politics, education often mirrors instead of shaping the political development. Reviewing civic education of Hong Kong from a historical development perspective, this article explains that civic education has for long been used a tool of governance by the political regimes. This was true not only during the days of colonial rule but is also that after the reversion of sovereignty in 1997. Manipulating civic education as a tool of governance can have far-reaching consequence. In the case of Hong Kong’s civic education, the problems due to neglect, deliberate suppression, and twisting around in different historical phases created the problem for the future. Hong Kong’s civic education is now stuck in a quagmire, and preparing young people to face the sociopolitical challenges becomes increasingly difficult. Finally, this article makes suggestions for reforming civic education in Hong Kong. To conduct this study, a mixed methodology was adopted which comprised both literature review and qualitative interviews with civic education teachers and teachers of the subject Liberal Studies. Selective discourses of the teachers are reported to inform the understanding of the discussion.
[Copyright © 2016 The Author(s).]

This paper aims to the analysis of civic education policy of the two governments of Hong Kong, the British Colony before 1997 and the Chinese Special Administrative Region after 1997. Hong Kong people own questionable identities, neither British citizens nor Chinese subjects. Basically, the decolonization showed that the policy of domestication was implemented during the transition period of Hong Kong where the government patronized and empowered the Hong Kong people through enhancing human rights and developing political democratization. After handing over of sovereignty, the education policy made the contents of civic education more patriotic, cultural hegemonic and national ideological. The intentions were quite obviously presented in policy documents and responded in the historical contexts. The historical comparison intends to get the expandable interpretation of the scenario of education policy in this period of Hong Kong.
[Coryright © 2014 David Publishing Company.]

全球倫理尋求世界各宗教、文化間的共通點，提出核心的人類行為相處的原則。在1993年，世界宗教議會通過了全球倫理宣言。其後，面對金融海嘯後的經濟環境，聯合國和全球倫理基金會亦於2009年草擬了《全球經濟倫理宣言》，提出經濟活動的基本倫理準則和應持守的價值。自2008/09年起，香港教育學院宗教教育與心靈教育中心便與香港其他單位合力，引進當中的核心相處之道，融入香港課程。而聯合團隊先後兩次獲優質教育基金支持，推行計劃。在過程中，面對香港學校多元宗教辦學實況，團隊思考以「融合共享　個殊詮釋」作為促進全球倫理概念與香港實況相適應之途。是次將由團隊成員分享當中的經驗，以及即將推出的初中、高小六年品德與生命教育教材的設計點滴。