香港新高中學制之課程改革：變與未變   免費試閱

The Curriculum Reform in New Senior Secondary Education of Hong Kong: Change and Immutable

2001年，香港以《學會學習：課程發展路向》開啟規模龐大、改革全面、影響深遠的課程改革。課程改革涵蓋科目結構、知識與能力結合、四個關鍵項目、學與教策略、學習評估取向、教學資源等，堪稱香港史上最大規模的改革。2005年，教育當局更進一步改革新高中學制及其課程結構，期望為學生學習帶來根本的轉變：多元出路，繼續升學；課程寬廣而均衡；融合學術和應用的探究；評估模式由考試主導到多元評估。然而，其設計理念仍受質疑，實踐階段未能體現理念之精髓，更出現反效果。本研究旨在探討2005年後之課程改革：首先，簡述新高中學制之課程改革概況；其次，檢視新高中課程改革理念在實行時出現的落差；最後，探討新高中學制課程改革未能更易之元素。綜合而言，研究者發現課程改革出現一些重要改變，如學制、科目結構、課程選擇等；惟未能處理考試主導及照顧學習差異等根深蒂固之問題。

In 2001, Hong Kong started an enormous, comprehensive, and highly impacted curriculum reform through introducing the “Learning to learn”. This reform incorporated changes in subject structure, integration of knowledge and skill, four key tasks, learning and teaching strategies, learning assessment approaches and provision of additional teaching resources. It is regarded as the largest curriculum reform in scale in history of Hong Kong. In 2005, the Education Bureau further reformed the educational system and its curriculum structure, which aimed to transform student learning. These changes included multiple pathways for students, further education, broad and balanced curriculum, integration of academic knowledge and application, and shifting from examination orientation to multiple assessments. However, this reform faced challenges in its design and existed deficits in its implementation. It is being criticized that the curriculum implementation missed the essence of its design. This paper aims to discuss the Hong Kong curriculum reform since 2005. First, it highlights the curriculum reform initiatives and their rationales in New Senior Secondary (NSS) education. Second, it inquires into the implementation dip of the rationales and implementation of NSS reform. Finally, it discusses the unchanged essence of NSS reform. In precise, this article exhibits the significant changes in this new reform such as educational system, subject structure, and curriculum choices. However, it stresses that the reform has not yet changed some fundamental issues such as examination oriented culture and student diversity.