香港與台灣高中課程照顧個別差異的課程策略

Curricular Strategies of Catering for Individual Differences in Senior Secondary Schools in Hong Kong and Taiwan

照顧學生個別差異既是教師的道德責任，亦是實際需求。學生的個別差異往往 隨學齡增加而擴闊，因此年級愈高，處理個別差異的難度愈大。近些年，香港和台灣先後普及高中教育，設計課程時均考慮到個別差異的問題。本研究發現香港和台灣均採取了一系列課程策略以照顧學生的個別差異。比較之下，香港在課程上所採用的策略相對較少，且未能有效照顧學生的個別差異。台灣正在推行新高中課程改革，然而，就以往課程實施的經驗來看，台灣把相關高中課程策略付諸實踐時，亦將困難重重。照顧學生個別差異既是教師的道德責任，亦是實際需求。學生的個別差異往往 隨學齡增加而擴闊，因此年級愈高，處理個別差異的難度愈大。近些年，香港和台灣先後普及高中教育，設計課程時均考慮到個別差異的問題。本研究發現香港和台灣均採取了一系列課程策略以照顧學生的個別差異。比較之下，香港在課程上所採用的策略相對較少，且未能有效照顧學生的個別差異。台灣正在推行新高中課程改革，然而，就以往課程實施的經驗來看，台灣把相關高中課程策略付諸實踐時，亦將困難重重。

Catering for students’ individual differences is not only the moral responsibility of teachers， it is also a practical task that they need to carry out. Students’ individual differences tend to widen with age. Therefore， it is much more difficult to deal with individual differences for senior form students. In recent years， Hong Kong and Taiwan have extended or plan to extend free education to senior secondary school education. Ensuring all students are properly catered for is a challenge to both curriculum planners and teachers. This study found that both Hong Kong and Taiwan have adopted a range of curricular strategies to cater for students’ differences. Comparatively， the strategies adopted in Hong Kong are less rich and fail to meet the challenge of catering for individual differences. Taiwan is yet to implement the reform. However， based on past experiences of curriculum implementation， Taiwan is likely to face many difficulties in putting the senior secondary school curricular strategies into practice.