摘要

香港教育學院的中、小學教師培訓課程每期都面對一個問題：來接受培訓的在職普通話教師普遍把學校普通話科看成是用普通話語音來教的中國語文科。這種取向不但不利於他們分析目前學生學習普通話存在的問題，也妨礙他們在課程中對教學方法研習的態度。要改善這個問題，就要從探討香港普通話科的特質開始，重新釐定該學科的特質。這樣教學目的訂定、教學方法的選用和教材內容的考慮才有所依據。這一連串的問題同時也是該學科一個根本的問題。

語言科的教學特質，取決於社會的語言環境和社會對這種語言人材的需求。香港跟國家其他城市不同，目前香港的語言環境還沒有把普通話當作第一語言來學習的條件。另一方面，香港的普通話科跟中國語文科是兩個不同的學科，應該有各自不同的任務和功能，這些都是本文前半部份討論的問題。本文下半部將從香港普通話科的特質討論目前師資培訓工作要解決的一些問題。

Abstract

Every year at The Hong Kong Institute of Education , the training programme for secondary and primary school teachers is confronted by the same issue : teachers who are there to receive on-the-job training always regard the subject of Putonghua in their schools as equivalent to the Chinese Language subject taught in Putonghua. This approach, however, not only undermines the teachers' ability to analyse the problems that exist among their students of Putonghua, but also poses some hindrance to their own studies of instructional methodology. In order to alleviate this problem, we have to begin with understanding the Putonghua subject itself, examining and thereby defining the characteristics this subject should have. Once defined, such characteristics or properties will serve as the basis for setting teaching goals, selecting teaching methods and approaches, and determining the contents of the curriculum. All these issues actually are also fundamental issues of the Putonghua subject per se.

The properties of a language subject are determined by and large by the language environment of the society, as well as by the needs the society has for people with good communicative abilities in that language. Hong Kong is different from all other cities in China in that the present lingual environment is not conducive to having Putonghua taught as a first language in school. Besides, the Putonghua subject in Hong Kong at the moment is a separate subject which is different from the Chinese Language subject. Hence, it should have its own functions and serve different purposes. In the first half of this paper, we will study the nature of the subject of Putonghua in Hong Kong schools and establish its characteristics. In the second half, we identify and discuss the problems in the area of teacher training that we face in Hong Kong today.

Abstract

This study explores teachers' understanding of the notion of "integration" and their conception of teaching and learning an integrated subject, General Studies, in the Hong Kong primary curriculum. Other related issues like school administration and teacher preparation are examined. The significance of this study is to provide suggestions to the direction of teacher education programs in order to nurture competent General Studies teachers.

The integration of the learning elements of Primary Science, Social Studies, and Health Education, which have long been taught as separate subjects, into a new subject called General Studies, presents a dramatic change in local primary education and teacher education. Since the introduction of the new subject in 1996, teachers have encountered difficulties in implementing the subject at school.

This study draws on teachers' direct involvement with the teaching of the subject. In particular, the issues about school administration, teacher preparation, teachers' understanding of the notion of "integration", and teachers' conception of teaching and learning of the subject are examined. The findings of this paper have some implications on the direction of teacher education program, which serves to support the teaching of the subject in local primary schools.

摘要

本研究旨在探討本港小學教師對學科「統整」的看法和對「統整科目」常識科教學的了解，並旁及學校行政和教師培訓等問題。本研究希望能為師資培訓課程提供建議以培育勝任的常識科教師。

自 1996 年，常識科已成為小學核心課之一。它將社會科、科學科和健康教育科統整為一嶄新的科目。無論在教學或師資培訓方面都是一巨大的改變，教學上更遇到不少困難。

本研究針對教師對常識科教學的直接參與，特別在學校行政、教師培訓、教師對 「統整」 的看法，和常識科的教學等作深入的探討。研究結果可反映小學常識科師資培訓課程的取向，從而對該科的教學提供支援。

摘要

本文對在九年普及教育制度下，小學中文教師的信念和實踐作出了一個初步的探究。文章首先引了文獻，界定了「信念」，及指出教師的信念對老師的教與學生的學是有一定關係的。從研究顯示，受訪的小學中文老師是有著下列的信念：相信先管後教；相信良好的師生關係和輕鬆的課堂氣氛有助學習；以中文本科的教學重點為教學取向；以學生為中心的教學取向。然而，中文教師的信念實踐，正受著實際環境因素的衝擊。他們受著課程和考試的牽制，這些牽制影響著他們的信念，也難為九年普及教育製造生機。

Abstract

The article is a preliminary review on Chinese language teachers' beliefs and their implementation under the nine-year compulsory education in Hong Kong. Staring with literature review to define "beliefs" and its effects on teaching and learning, the article discloses the research results on Chinese language teachers' beliefs. From the interviews and classroom observation, the writers concluded that the Chinese language teachers have the following beliefs: strict classroom discipline before the lesson start, and a harmonious teacher-student relationship are beneficial to learning; subject based teaching objectives and student centered teaching strategy are effective. However, those beliefs are now under the heavy pound of tight curriculum and pressing demand from schools heads and parents for distinguish examination results. As a result, teachers' beliefs and the good will of nine-year compulsory education are being eroded.

Abstract

This short article introduces a primary English reading scheme which has parental involvement as its main goal. The English reading project is part of the "Reading is Fun" reading scheme (hereafter "the Reading Scheme") carried out at SKH Kei Hin Primary School. The overall scheme covers reading both in English and in Chinese and is a regular event in the school. Last year, the school applied to the Quality Education Fund for financial support for the Reading Scheme, and was finally awarded a sum of one hundred and thirty five thousand dollars for the project. The following paragraphs outline the features of the Reading Scheme.