In Hong Kong, except for Art and Craft and Physical Education, official proved school textbooks for pupils and teacher's handbooks are widely adopted by all primary school subjects. When Art and craft primary teachers in Hong Kong schedule their lessons, they can only follow the official curriculum prepared by the Curriculum Development Council of the Education Department of Hong Kong. Thus, the official curriculum plays a very important role in guiding the primary Art and Craft teachers in planning their taught curriculum. In this paper, the writer tries to examine the developmental trend of the aims of the planned Hong Kong Primary Schools Art and Craft Curriculum from 50's to 90's.

At present, it is very difficult to retrieve relevant and comprehensive literature on the historical development of PE teacher education in Hong Kong. One of the problems might be due to the fact that in the past PE teacher education was offered by the college of education which was run by the government. Under civil regulations, PE lecturers were not encouraged to conduct any research or projects. In order to improve the quality of teaching and learning in the PE teacher education history, there is a need to develop enriched, empirical teaching resources to strengthen this area. The purpose of this project is to study the historical development of PE teacher education in Hong Kong since the 1930s, focusing on the areas of physical education teacher education and physical education development at school levels. To collect primary empirical data about programmes, pedagogy, curriculum changes, school-based curriculum development, and professional development of PE teachers, 19 retired and serving PE lecturers and 10 secondary and primary schools PE teachers were invited to participate in interviews. The results of this study will provide a comprehensive reference for teaching and learning purposes to be used in teaching PE history and other contexts.

The establishment of the Hong Kong Special Administrative Region has brought about enormous structural, social, economical, political and cultural changes to society. To cope with these multi-faceted changes, there is a need to review the existing systems and policies as to provide information for improvement or reform. Education is undoubtedly within the criteria for revision. Art education, that forms part of the core curriculum of general education, plays a role for developing an all-round being should invite certain amount of attention. This study tended to obtain a thorough picture on the changes of the philosophy and rationale of art education in the recent forty years by a descriptive study on the aims of art education in the official art syllabuses of junior secondary schools.

The purpose of this study was to compare attitudes of final year students in teacher preparation program and in-service physical education teachers toward including students with disabilities into regular settings between Hong Kong (HK) and mainland China (MC), and to further examine the influences of attitudes on development of adapted physical education program. Total 152 participants (53 4th year students and 43 in-service teachers) from HK, and 56 students from MC participated in this study. A survey was conducted regarding students' attitudes toward inclusion (type disability can be included, type of experience and skills they need for inclusion), and opinions and concerns about inclusion (open questions). The results of survey indicated that both students and in-service teachers in HK and MC philosophically support inclusion, however, there were many concerns and different opinions regarding inclusion when they answered open-end questions. For question #1 "Students with disabilities should be taught in RPE classes" 65% (HK) and 62% (MC) students disagreed. For question #3, "Students with severe disabilities should be taught in separate classes (APE classes)", 77% (HK) and 85% (MC) agreed. The survey indicated that students from HK and MC thought special school and teachers with special training will provide better education for students with disabilities than general teacher. Survey results also indicated from question #13, "to be prepared to teach students with mild to severe disabilities, it is important that I receive training on activities that includes ideas on lesson planning for a variety of abilities levels", that 95.5% students from both HK and MC agreed and strong agreed on "need more academic preparation" for inclusion. There were no significant difference between 4th year students and in-service teachers on these items. Other results indicated that, in addition to government policies, attitudes and lack of special education training for current teachers

二十一世紀的課改在教材方面強調單元組織教材，並提出一些編選教材的原則和方法，為了落實教改的精神，課程發展處規劃了一個單元示例。這個示例與二十世紀五十年代以來初中語文教科書的編選體系，有沒有承傳的關係？ 二十世紀二十年代，單元教學傳入中國，從此初中語文單元教學的發展，經歷了文選型系統、知識型系統、文體型系統、能力型系統及人文型幾個承傳與創新的階段。 本文的研究目的在於了解香港二十世紀五十年以來初中中國語文教科書編選體系承傳與創新的發展情況，供教科褚編選者參考，以便建構不同的教科書編選體系。 研究的方法先根據系統論、學科論、能力結構論、認知論及課程論等來建構一倨科學的語文教科書編選體系。然後從二十世紀五十年代以來，每套教科書編者的話或編輯說明及課文目錄來歸納它的編選體系。研究者利用科學的編選體系來評論二十世紀五十年代以來各教科書編選體系的承傳與創新關係。