本會正收集中學通識育科教師的意見，並與前四年的同類調查作比較，以向教育當局反映。

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>> 歷屆「好學生．好老師」表揚計劃重溫

讓學生懂得愛與包容

陳可欣老師 ( 任教葛量洪校友會黃埔學校)

陳可欣老師於05年加入葛量洪校友會黃埔學校，在她的教學生涯裡，接觸過很多有特殊教育需要的學生。她明白要讓這些孩子得到平等教育，讓他們發揮潛能並從 中感受樂趣，單靠她個人的有教無類並不足夠，更重要的是締造一個平等、包容的學習環境，讓班內所有同學，都學懂接納和愛。

這是一個很有意義的互動過程。因為，這不但令有特殊學習需要的學生，感受到別人的支持，其他同學也會學懂與自己不一樣的人相處，在現實中實踐接納和愛心，這互動過程也是同學們生命教育很重要的一課。

提名人袁慧敏副校長稱，陳老師有過人的包容和親和力，即使是表達能力較弱，情緒有時會不穩定的自閉症學生，陳老師都能付出最大的耐心去教導。就以今屆另一位「好學生」得獎者、患有自閉症的解文韜同學為例，陳老師不但給予關懷和體諒，文韜背後還有一班好同學，讓他在一個滿有支持和鼓勵的環境中學習，助他有勇氣發揮自己的潛能。

看到頒獎體上播放的短片，和現場文韜與他同學的相處，在歡笑聲中自然流露的互助互愛，你會感受到陳老師背後付出了多大的愛心和努力。而陳老師形容，這就是她教學的原動力。

（2015.03.09  #642《教協報》）

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>> 歷屆「好學生．好老師」表揚計劃重溫

在困難中散發正能量

王梅芳同學（就讀惠僑英文中學中六級）

在內地出生的王梅芳，六歲時經歷父母離異，自此如人球一般，先是寄養在祖父母家，後再被帶到與舅父同住，直至十四歲，才終於可以跟母親來港定居。但梅芳的路，並沒有因此變得平坦。文化差異、母親患病，令年紀輕輕的她，遇上一個又一個的難關。

梅芳初到香港，入讀惠僑英文中學，由於她的英語帶有鄉音，常被不懂事的同學取笑，梅芳曾因為這些不快經歷，一度出現行為偏差。但老師沒有放棄她，一直鼓勵和引導她，至中二開始，梅芳便重新投入學校生活，專心讀書。由於她熱愛寫作，善於以文字表達感受，這天份為她帶來過不少比賽獎項，更曾在香港電台舉辦的徵文比賽中奪冠。

提名人黃光泉老師說，梅芳自幼經歷家庭巨變，成長路比很多孩子要崎嶇難行。來港與母親團聚，可是母親忙於幹活也不能經常照顧她，後來母親更因抵受不了長期的壓力而患病。梅芳面對各種打擊，但卻沒有被擊倒，她總是處處散發著正能量，在中五時更當上了輔導組總領袖生長，發揮領導才能。

正如梅芳說，困難是一種磨練，令自己做得更好。現正準備中學文憑試的她，親歷母親患病，體會到病人住院的困苦，令她立志將來成為護士，服務病患，並繼續散發正能量，將希望帶給病榻上有需要的人。

（2015.03.09  #642《教協報》）

PTU News Reporter

In the Budget announced by John Tsang, our Financial Secretary, the Government emphasized that the public expenditure on education for this financial year was the highest among all the sectors, which would seem to show that the Government had all the time attached great importance to education. However, the reality was that nothing new was announced in the Budget, and all the measures were those that the Government had promised before. HKPTU criticized the Budget in our press conference, but the Bureau cunningly replied that the focus should not be on how many new measures they have, but on long term development. The Bureau even suggested that we should not concentrate on the “number game”.

Not Enough Public Expenditure on Education

It is not a “number game” but an important step to analyze the figures and look into how great significance the Government attaches to education. One of the most related figures is the percentage of GDP spent on the education. From this figure we can find out whether the investment in education is proportional to the national wealth, and whether the public expenditure on education is high enough. The Government allocated only 3.4% of Hong Kong’s GDP on education, which is remarkably lower than those spent by the developed OECD countries nearby which could reach 6.1% of GDP on average, or 5.3% of their public expenditure. In this financial year HK’s fiscal reserve has amounted to 819.5 billion dollars which is the highest since the handover in 1997, but the public expenditure on education has decreased to 16.5% of the total public expenditure which is the lowest since 1997. The figure showed it is wrong to say that more money is spent on education. The Government could have put more resources on education, which is now however locked in the treasury. …… 閱讀全文 →