本文首先分析中小學教育實踐中人們混淆常模參照與目標參照兩種測試的原因，進而提出一些實施目標參照測試的方法，如設計參照標準，合理地命題、評分、解釋分數等，從而使校內測試更好地促進學生全面地、積極地、創造性地學習。
This paper begins with analyzing the reason why Criteria-referenced and Norm-referenced tests are often misunderstood and misused in schools. It then goes on to suggest some methods in implementing the school-based Criteria-referenced tests, including setting up standards for assessing academic achievement, designing test questions and interpreting test's results. In so doing, we aim to improve the quality of school-based tests in order to engage students in a more active and creative way of 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：香港特別行政區政府在2002-2003 學年起，分階段在香港小學設置課程統籌主任一職。在設置職位時，亦很重視任職人士的專業發展，先後以短期課程、工作坊、學校交流日和發展日協助其發展。
討論焦點：本文從四個研究的成果，說明課程統籌主任的培訓課程仍有其不足，並加以分析和建議。
論點：特區政府深明課程改革的成敗與教師專業發展有密切的關係。然而，以小學課程統籌主任的專業發展來看，其模式和內容仍與現實需要有些距離。提供清晰的改革方向、在現實情景中提供專業發展機會、以夥伴合作模式和照顧施行者的感受，都必須加以留意。
總結：專業發展課程設計若未能照顧前線教師的需要，則不單無助教師改革課程，反而只會增加教師的負擔。
Background: Since the academic year 2002-2003, HKSAR government established the curriculum masters (PSM(CD)) post in primary schools through three stages. By organizing short courses, workshops, school sharing and development day, professional development was provided to these masters showing the concern of government towards this establishment.
Focal point: From four pieces of empirical reseach, this paper showed the deficit of the professional development program and reflected on responses of participants.
Discussion: Though HKSAR government emphasized the importance of professional development of these curriculum masters, the content and mode of professional development program are falling short from teachers' needs. It is suggested that providing clear reform directions, supporting professional development in real situation, utilizing collaborative mode and concerning teachers' feeling should be awared when design a program.
Conclusion: If professional development program is not designed for the needs of participants, it will not help teachers in curriculum reform but increase their burden.
[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/]

隨著後現代主義和資訊科技對全球的影響，香港的教育需要對應未來社會及個人的需要，而現行的小學課程存在一定的改革空間，課程發展議會 (2001)就未來十年香港學校課程發展的方向和策略，建議發展校本課程及跨領域學習以配合課改。香港小學課程統整並不是新生事物，推行課程統整將要面對的困難和挑戰實在不少，其中以「教師」、「學校」和「教育整體」的因素尤為關鍵。
From the perspective of postmodernism and advances in information andcommunication technology, education in Hong Kong needs to cater for the future of the society as well as the individuals; and there are potential capacities for the reform of currentprimary school curriculum. The Curriculum Development Council (2001) announces the approaches and strategies for curriculum reform in the coming ten years by encouraging school based curriculum development as well as integrated learning. Curriculum integration is not a 'new' issue. There are many challenges and obstacles for the implementation; and the critical factors are in relation to 'Teacher', 'School' and 'Education System'.
[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：1990 年代以來，香港政府銳意提高教師專業水準，積極地主導教師的專業發展。由於小學教師多屬非學位學歷，一向所接受的師資培訓也是針對通材教學的需要，政策的改變對他們做成很大的衝擊。
討論焦點： 本文從香港小學教師所處的脈絡因素入手，去探討他們專業化的路向，特別對影響教師專業發展的主導意識及權力形態，進行了分析。
論點： 香港教師專業化方向日益由政府的科層官僚主導，側重於教師專業發展，具體策略是以教師資歷要求系統化、專科知識化及持續專業發展制度化為特徵的。但各項政策的制訂缺乏協調，推行的方式多是由上而下，廣大教師處於被動位置。加上教師就業環境近年持續惡化，進修的選擇往往是為了迎合政策要求，以求自保，而並非是針對個人和整體學校發展的實際需要。
總結： 政府一方面提倡教師專業化，但另一方面透過行政指令，加強對教師專業化議程的主導和對教師整體性水準的監控，這種支配取向只會扼殺了教師的積極性。教師亦需積極爭取成立教師專業組織，以提高本身的專業自主權。
The paper examines the contextual factors and the dominant forces influencing the professionalisation of Hong Kong primary school teachers. The findings indicate that the recent direction of professionalisation has been focused on teachers' professional development, which has been increasingly controlled by the bureaucracy. The strategies for professional development are characterised by systemic requirements of teachers' qualification standards, specialist subject knowledge and continuing professional development. However, the policy formulation often lacks coordination, and the implementation process is typically top-down, with teachers' autonomy being ignored. In addition, amidst a worsening employment environment, teachers' choices of development activities are often aimed at meeting policy requirements, which may improve their job security. The findings suggest that the Government cannot advocate teacher professionalisation on the one hand, and mandate the professionalisation agendas and standards for teachers on the other, which would only ruin teachers' initiatives. Teachers also have to strive for the setting up of a professional body to exercise their professional autonomy.
[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： 教統會在今年二月發表檢討中學教學語言及中一派位機制的諮詢文件，邀請各界回應。
目的： 本文主要是為回應上述的中學教學語言政策而寫。
論點： 文中指出主要有經濟、政治和教育三個因素影響著中學使用何種教學語文，在正常情況下，經濟為主導因素，故1949 年之前，學生多選讀中文中學，1950-97 年間則選讀英文中學，惟政府在回歸時的強制性母語教學政策，將政治因素放在首位，引至近年中學教學語文的亂局。
總結：要解救現今中學教學語文的困境，校本分流應是溫和的良方。
Background: The Education Commission is now reviewing the policy on medium of instruction and school places allocation in secondary schools of Hong Kong. They invite response from different sectors about the present policy.
Aim: This article is in response to the above invitation on the policy of medium of instruction.
Exposition: The economic, political and educational factors were found to be the main ones influencing the choice of medium of instruction in secondary schools. In particular, the economic factor was found to be the dominant one under normal situations. Before 1949, students chose to study in Chinese middle schools. They switched to choose Anglo-Chinese secondary schools during 1950-97. The scene has been seriously distorted recently due to the Government’s strong policy of imposing mother tongue education to a majority of secondary schools after 1997. Parents, students, and educators are unhappy about the Government's explicit intervention.
Conclusion: Language streaming within school will be a moderate but good way to resolve the dilemma of medium of instruction in secondary 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/]

本研究以問卷形式訪問了81 位幼稚園教師，發現寫字是香港幼稚園教學的重要一環，幼兒早於幼兒班便開始寫字。幼兒寫字量雖大，卻未能透過寫字教學改善執筆方法和提高學習興趣。由於幼稚園多依據校長、教師及家長的意見擬訂寫字教學目標，他們多著重訓練學生的寫字能力，卻忽略幼兒的身心發展。
This paper investigates how kindergartens teach Chinese handwriting in Hong Kong among 81 kindergarten teachers. The results indicate that Chinese handwriting is one of the emphases in kindergarten teaching. Kindergarten students start to drill handwriting as early as they are in K1. Though they write a lot of Chinese characters every day, they cannot improve their handwriting nor enjoy the process of writing. It is also found that the teaching of Chinese handwriting at kindergartens is greatly influenced by the attitudes of kindergarten principals, teachers and the parents. However, they concern too much about the development of writing abilities among children rather than their physical and mental 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/]

本研究調查了414 名香港與廣州的大學生對創新價值和創新能力的態度。兩地大學生都甚看重創新行為的社會責任及其價值。香港大學生較廣州大學生更注重創新的個人收穫與滿足及其獨創性，廣州大學生則較香港大學生更注重創新的實用性及其對社會的貢獻。香港與廣州大學生皆十分注重有想像力、有獨創性和有觀察力對創新能力的作用而輕視有幽默感和有藝術感對創新能力的影響。香港大學生較廣州大學生更相信創新能力是少數人才有的能力。
The present study examined 414 university students in Hong Kong and Guangzhou about their values toward creativity. Students in both cities cared more the social contribution of creativity than personal gratification. Hong Kong students were more motivated than Guangzhou students for having personal gratification and innovation in creativity. Guangzhou students were more motivated than Hong Kong students for having pragmatic use and social contribution in creativity. Students in both cities cared a lot for being imaginative, original and observant in creativity but cared little for being artistic and humorous in creativity. Hong Kong students believed more than Guangzhou students that creativity was only gifted to a few people.
[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/]

促進香港的家庭與學校合作的教育改革始於1991《學校管理新措施》的第十項建議：讓家長參與學校管理。自此以後，家長參與學童教育的角色為教育界人士所認受，學校不但鼓勵家長在家中參與督導子女的學習，還邀請家長走進校內協助學校運作。本文利用相關的香港政府教育政策檔及學術文獻，試從歷史發展的角度，去分析香港家長在學童教育過程中蛻變的角色，並將香港家校關係的發展概念化為四個時期︰包括家 長沉默與順從期、家長權利的甦醒期、家校聯繫期和家長參與期，以反映在九十年代推展的校本管理運動中，家長在教育的角色，漸受政府和學校重視。
The educational innovation of promoting home-school cooperation has commenced since 1991, the year where the policy document, "The School Management Initiative", suggested inviting parents to participate in governing the school. Since then, parents' roles in children's schooling process have been recognized. Parents are not only encouraged to supervise their children's learning at home but also invited to offer assistance in school operation. With reference to the governmental policy documents and academic studies, this article attempts to portray the evolving roles of parents in children's education in times of reforms. Four stages of development of home-school relationships are conceptualized: quiescence and acquiescence, wakefulness of parents' rights, communication and participation. These stages reflect how parents' roles have gradually become significant and important in the movement of school-based management implemented in the 90s.
[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/]

在香港，學生的個別差異己是日益嚴重的教育問題，近期的課程改革正積極鼓勵學校運用課程調適的策略來解決這個問題；因此，有很多學校尤其是小學都嘗試用調適課程的方式來幫助個別差異的學生學習。由於負責調適課程的是教師，他們對以課程調適來照顧個別差異學生的觀念，足以影響學校實施課程調適的效能。透過與教師的面談，本研究試圖瞭解教師對以課程調適幫助個別差異學生學習所持著的觀點，從而提醒有心從事學校改革的校長，必先理解教師參與課程改革的心態，然後採取有效的改革策略，才能促使學校達致校本課程改革的願景。
The problem of students' individual differences has been getting worse in Hong Kong. In recent curriculum reform, schools have been encouraged to use curriculum adaptation as the strategy to deal with this problem. Thus many schools particularly primary schools have made attempts to adapt their curriculum to cater for their students' individual differences. As teachers are the ones who adapt the school curriculum, their views on using this strategy to cater for individual differences would have direct impact on the effect of curriculum implementation in schools. Through interviewing primary teachers, this study aims to understand teachers' perceptions of using curriculum adaptation as the strategy to cater for students' individual differences. The main purpose is to remind those principals and educators who would like to implement curriculum innovations including curriculum adaptation in schools, to pay special attention to teachers' views and attitudes towards the innovations and the need of identifying appropriate implementation strategies in their initiation of school-based innovative initiatives.
[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/]

為了提高本地的教育質素，小班教學經已在二零零四年九月在37 間小學的一年級試行，並逐年推廣至小二。小班教學耗資不少教學經費，當局計劃對這試驗計劃先作評估，然後才考慮是否值得正式推行。不過，這計劃的目的現時還未清晰，評估指標亦欠具體，這些都會對教師要採用哪些教學策略有關鍵性的影響。本文就美國威斯康辛的「學生教育成就保證」計劃的結果進行討論，期望為教師及制訂政策者帶來一點啟示。
Small class teaching is currently tried out in 37 primary schools in Hong Kong, with a view to enhancing the quality of education. Commencing from September 2004, the Project targets at the primary one and then proceeds to the primary two for two consecutive cohorts. The costly project will be assessed before it might be considered for implementation. However, as the Project is in lack of clarity in terms of its objectives, teachers can be clouded by its evaluation criteria and hence will be hesitant to the appropriate teaching strategies to employ. This paper aims to draw the attention of the local teachers and policy makers to the experience of implementing small class teaching in the Student Achievement Guarantee in Education Project in Wisconsin, and its implications on small class teaching 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/]