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/]

漢語拼音教學是普通話教學中的一項關鍵任務。本文分析、討論了香港小學普通話課程中拼音教學的兩個基本原則問題：一進行漢語拼音教學的前提是小學生必須已經熟悉普通話，具有普通話基本交流能力。如果學生的普通話語音積累不夠，那麼，教學拼音事倍功半，效果差；二香港小學的漢語拼音教學不能完全套用內地小學拼音教學的模式，因為兩地小學生的普通話能力和普通話學習環境很不相同。我們從課文內容，課文形式，課文語言以及課堂教學活動詳細介紹我們的香港小學漢語拼音教材的設計和我們一年來的拼音教學實驗情況。最後，本文描述香港小學生學習漢語拼音的特點。
Pinyin is a very important component in Putonghua teaching. This paper reports our research and one-year classroom experiment in teaching Pinyin to Hong Kong primary school children. We summarize two principles in Pinyin teaching: 1) Pinyin teaching in Hong Kong shouldn't follow the curriculum of mainland; 2) Pinyin teaching should start when children have already had the basic Putonghua proficiency. In this paper, we will discuss in detail the designing of Pinyin materials, the classroom activities and the special patterns and characteristics of Hong Kong primary school children in learning Pinyin.
[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/]

本文透過對《課程綱要》和教師問卷結果的分析，探討本港小學普通話科評估工作中的問題，然後根據普通話科的教學目標、小學的客觀教學環境和語言評估理論，提出適用於本港小學普通話科的聆聽和口語評估模式，供教師和師資培訓者討論和參考。
This paper attempts to examine the defects in assessment works of primary Putonghua subject based on the analysis of subject syllabus and outcomes of a teacher questionnaire. In accordance with teaching objectives, teaching environment and theories of language assessment, a mode being regarded suitable for assessing Putonghua listening and spoken language abilities of primary students is introduced.
[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/]

普通話是中國政府的官方語言。九七之後的香港，普通話在政治、經濟和教育方面的影響力將不斷提高，是不爭的事實。文章回顧了普通話作為一個小學自開設的學科，在過去10年間的發展，並就語言規劃、語言環境、課程發展、教學實踐、師資培訓、語言能力和教學語言等多個角度，探討普通話作為一個學科與一個教學語言的未來路向。文章為向教統籌委員會語文能力工作提交的顧問報告書中的其中一個部分。其中一些建議給納入該小組的報告書內。（何文勝整理）

作者從學校、教師、學生及師資培訓等角度，探討1998年香港中小學實施普通話新課程的問題。結果顯示：在教學安排、合格師資、教材選擇；學生水平、校本課程、校本教材、學校對本科的態度、教師用普通話授課的信心、教材用詞、學生的學習動機、和語言環境等都有不盡如人意的地方；而職前、在職培訓及基準要求的發展勢頭還不錯。（何文勝整理）

作者認為普通話教學的遊戲化，可把教學環境變得充滿生機，學生在無拘無束的氣氛中學會普通話。作者文中指出遊戲教學的依據和原則，並以此列舉普通話遊戲教學的活動。（何文勝整理）