香港教育署把普通話作為獨立科目，列入中小學的基礎課程教學計劃之後，香港各大專院校和一些教育機構，為滿足社會對普通話導師的需求，爭相開設師資培訓課程，培養一批又一批的普通話導師，形勢令人鼓舞。為了更快地提高普通話的教學效能及培養出素質良好的普通話師資，讓普通話在新世紀的語文教學中發揮其基礎和推動的作用，作為師資培訓的機構和導師，應率先推行充分認識聲調幅包括變調)、澄清一些有關調理論問題，並對其進行合理的教學編排、採用優化的教學方法。本文根據多年的普通話作為教學心得，對輕聲和變調的概念、變調的種類及其教學編排和方法提出個人觀點和做法：(一) 輕聲不是一種特殊的變調，而是一種輕讀的聲調。因此，普通話里應有五個聲調，五個聲調應該作為一個整體一起教學。(二) 變調有「質變」和「量變」兩種：「由此變彼」的變調是質變，這類變調應分散地「隨遇而教」；「由全變半」的內部變化是量變，可按習慣只教三聲連讀一種。(三) 把屬於量變的半三聲稱之為「半調」，並按其作用和出現的頻率當作「主調」來進行教學。(四) 對聲調名稱、聲調符號、調值圖表和聲調口訣作出相應的補教或修改。這樣，既符合語言實際，又有利於優化教學。以及觀點欲與同行分享並懇請專家指正。
[Copyright © 2000 The Hong Kong Institute of Education.]

Although Hong Kong students perform quite well in international performance measurements such as the Programme for International Student Assessment (PISA), there are issues concerning the significant differences between the newly immigrated students and the local students, the gender differences and variation of performances among schools and within schools. Indeed, learning diversity has become an important issue as students come from many different families and with various backgrounds. In order to provide students with equal opportunities to learn, the new senior secondary school curriculum has set out a new direction for catering to students’ learning diversity. The major design of the new curriculum is to offer more electives and enhance student choices. It is also intended to be implemented with flexible teaching strategies and a school-based curriculum and assessment. How this can be done has posed a big challenge to schools and teachers. This paper aims to explore how the newly implemented curriculum can cater to learning diversity in greater depth.

The paper reports the results of a comparative study of the decision making process undertaken by students in Hong Kong and Guangzhou, China about a socio-scientific issue affecting both places.

The adoption of educational technology in teaching depends on how well a teacher accepts it. This paper draws on a technology acceptance survey of pre-service primary mathematics teachers in Hong Kong to study the factors influencing their technology acceptance. This work adopted a mixed method approach, in which quantitative data were collected through questionnaire survey from 234 pre-service teachers, where the data were analysed using structural equation modelling with a customised technology acceptance model. The qualitative data were also collected from 14 of these pre-service teachers through interviews, and analysed using the iterative coding process. The results show an overall positive attitude towards the use of educational technology, while perceived usefulness is more influential than perceived ease of use. Perceived ease of use is found to rely heavily on facilitating conditions rather than computer self-efficacy. We also found that subjective norms have an indirect influence on the usage and adoption in our context. Explanations for these findings are discussed, together with implications of the results. Our findings are intended to provide insights to policy makers about how to design teacher education programmes that address the demands of learning and teaching with educational technologies in Hong Kong and related contexts.
[Copyright © 2015 Australasian Journal of Educational Technology.]

Hong Kong people never gained autonomy and they were the ruled. What the government intended to educate people always showed the way and the trend of the officials wanted to govern their citizens or subjects. Govern mentality of education policy indicated the intentional reasons of making required citizens through schooling. Basically, the de-colonization showed that the policy of domestication was implemented during the Hong Kong transition period where the government patronized and empowered the Hong Kong people gradually through human rights adopted and political democratization from 1984 to 1997. The intentions were quite obvious presented in policy documents and responded to the historical contexts.
[Copyright © 2014 Center for Promoting Ideas, USA.]

The civic education policy at the school level in Hong Kong had emerged before the Second World War, but the Hong Kong Education Department did not really implement this civic education policy. From the statist and colonial perspectives, this phenomenon was due to several factors, such as: (1) how the Hong Kong Government coped with the whole historical period and scenarios; (2) how it implemented the related policy; (3) whether civic education policy really became part of the government agendas; and (4) whether education did clarify some crucial historical questions. This paper wants to make certain about these questions. In fact, the Republic of China adopted modern schooling system which civic education was one of school subject. But it was not the education policy of the colonial Hong Kong Government. Historical reasons about this issue require reconstructive explanation. Under this study, the understanding of misinterpreted history can be amended correctly.
[Coryright © 2014 David Publishing Company.]

English teaching and learning has taken an interesting shift in Hong Kong schools with the implementation of the New Senior Secondary (NSS) curriculum under the 334' education reform. Situating the paper within the broader considerations of the intersection of Cultural Studies and English teaching, this paper examines the challenges and prospects of teaching the new Language Arts elective called Learning English through Popular Culture module. It is argued that while the module endeavours to connect and motivate Hong Kong students to learn English through popular culture materials, the official curriculum and schemes of work, however, narrowly articulate the teaching of popular culture texts conceived as text-types'. Such a formulaic approach to using popular culture in the classroom is limiting and locks students into a procedural way of thinking' and doing' popular cultural texts. The paper concludes by offering some ways forward that might deliver what is otherwise a revolutionary and innovative curriculum. Beyond the specific case of Hong Kong, the curriculum challenge discussed is instructive for other education systems and curriculum scholars looking to develop new pedagogies from the intersecting disciplines of Cultural Studies and English teaching.
[Copyright of Oxford Review of Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/03054985.2015.1110130]