Transformational Issues in Curriculum Reform: Perspectives from Hong Kong

有關課程改革蛻變的問題：從香港的角度出發

隨著1997 年香港回歸中國主權後，新政府積極展開了一連串的教育改革計劃。廣泛向社群進行諮詢後，橫跨十年的基本及高中教育改革於2001 年開始進行闡釋和定立方案。在這次改革中，學校課程被視為重要的一環，當中建議較為統整的課程、能投入學習的教學策略及評量方法，更重視學習歷程，不再只著重評核結果。在新方案中，所有學生都需接受增至六年的高中教育。雖然改革方案是一種後殖民的轉變，但是當中亦尋求發展一套在知識經濟體系中支持香港角色的課程。縱使不是所有學校都對此改革抱著支持的態度，但是有關證據顯示轉變正在發生，改革方案下已對教與學兩方面產生影響。

Following the return of Hong Kong to Chinese sovereignty in 1997, thenew government set out an ambitious programme of educational reform. Followingextensive community consultation, reforms to both basic education andsenior secondary education were set out and programmed over a ten year periodstarting in 2001. The school curriculum was the centre piece of this reformagenda with proposals for a more integrated curriculum, more engagingteaching strategies and assessment processes that focused on learning ratherthan testing. A new approach to senior secondary education extended six yearsof schooling to all students. The reform agenda was post-colonial in nature butalso sought to develop a curriculum that would support Hong Kong’s role inthe emerging knowledge economy. The reaction of schools to this agenda hasnot always been supportive. Yet there is some evidence that change is beingmade and teaching and learning in Hong Kong schools has been affected bythe reform agenda.