Background: During the era of education reform, the Hong Kong Special Administrative Region has launched a series of measures to enhance the learning of the students and the effectiveness of teaching. In the Curriculum Development Council document, Learning to Learn--the Way Forward in Curriculum, the policy of school-based curriculum is advocated. The aim is to allow "schools to have more autonomy in choosing some contents more relevant to their students so long as they are in line with the curriculum aims, strands, principles of learning/teaching, with justifiable modifications that suit their students most", This paper reports a case study of a local primary school in implementing the school-based curriculum in General Studies (GS) from 2003 to 2006.
Aims: To study why the school initiated such educational change, the strategies teachers employed and difficulties they encountered. Recommendations are made for teachers and administrators who want to initiate educational change in schools.
Sample: The head teacher, the subject panel, level coordinators and subject teachers were interviewed. Parents and students were also invited to fill in questionnaires by the end of the school year.
Method: Qualitative research method such as in depth interview and quantitative research method such as filling in questionnaires were employed.
Results: Most of the teachers claimed that it is the school administration who initiated the adoption of the school-based curriculum policy. Though they tried their best to deal with various difficulties, worked hard, prepared lessons jointly, and claimed that students showed more interest in lessons, some did not have the ownership of the school-based curriculum development.
Conclusion: The implementation and institutionalization of any educational change requires more than willing individual teachers, e.g. the subject panel or level coordinators. Rather, there needs to be a deep re-conceptualisation of the

Curriculum policy in Hong Kong is moving towards school-based curriculum development. This is reflected by the introduction of the School-based Curriculum Project Scheme by the Education Department in 1988. The aim of the Scheme is to encourage teachers to produce curriculum projects which meet the learning needs of pupils and schools. However, the Education Department selected and reproduced some of the school-based curriculum project materials for dissemination to all Hong Kong schools. This paper is a report of the study which analyses the collection and use of the disseminated projects by schools and the perceptions of the school teachers towards these projects.
香港的課程政策正邁向校本課程發展的趨勢。這是從教育署在一九八八年開始推行「以學校為本位的課程設計計劃」反映出來的。此計劃的主旨是鼓勵教師因應學生及學校的需要去設計課程教材。雖然如此，教育署卻選取及複製某些校本課程教材，並把這些教材分發到全港各學校。這份研究報告分析學校搜集和運用這些課程教材的情況，以及教師對這些教材的看法。
[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Associationl is the property of Hong Kong Teachers' Association at http://www.hkta1934.org.hk/]

課程改革是教育改革的要項，而成長課則是學校輔導中全方位輔導系統的重點。本文探討課程改革與學校輔導在香港教育革中的位置，以及它們與教育改革的關係。文章首先討論教育改革和輔導的基本精神，然後討論課程改革與成長課的關係及互相重疊之處，並建議一個融合以上系統的理念架構。最後，本文提出在跨越界限（border crossing）時，教育工作者和輔導人員要留意的地方。
One of the important aspects of education reform is curriculum reform, in which the personal growth curriculum is a vital part of the comprehensive guidance system. This article first discusses the role of curriculum reform and school guidance within the overall framework of education reform in Hong Kong. The discussion then focuses on the relationship and overlaps between curriculum reform and personal growth curriculum, and recommends a conceptual framework that incorporates the above systems. The article concludes with some essential points that educators and counseling professionals should take note of when crossing borders.
[Copyright of Asian Journal of Counselling is the property of The Hong Kong Professional Counselling Association at http://www.hkpca.org.hk/]

背景：在二十世紀兩岸三地的課程改革中，課程統整的概念都不約而同地被引入。有關的實施，對學校課程的目的、學習內容、學習的經驗以及評核等方面，實在帶來不少的衝擊。
目的或討論焦點：究竟課程統整的理論根據為何？它能否實施於學校的環境脈絡中？
論點/評論/建議：課程統整的理論有其獨特之處。一方面，課程統整的理論系統很龐雜，它具有各種不同的理念和實施模式，對課程的具體實施未能起清晰的指引作用。另外，課程統整的實徵文獻未臻圓熟，課程統整雖然給人的感覺是一個傳誦中的美好形象，但實際的運作系統並未完全建立。最後，課程統整具有獨特的理念背景，在引入其理論時，我們也須考慮本土的持點。
總結：課程統整有其獨特性，課程設計者必須對它作深入的瞭解，包括理念、實施模式及所需的實施條件，才能務實地進行有關的改革工作。
Background: The concept of curriculum integration has been introduced to Hong Kong, Mainland and Taiwan in series of curriculum innovations. The implementation of curriculum integration has an important impact on the aims, learning contents, learning experiences and assessments on the respective school curriculum.
Aims or focus of discussion: What are the theoretical underpinnings of curriculum integration? How can curriculum integration be implemented in the school contexts?
Arguments / comments / suggestions: The theory of curriculum integration is outstanding from others. On the one hand, curriculum integration has a complex system of theories that has given rise to various implementation models with different rationales and thus resulted in the unclear guidelines for real implementations. On the other hand, the literature review about empirical studies on curriculum integration has not fully informed us how curriculum integration can be implemented. It is also found that curriculum integration has been traditionally existed in a form of abstract image in the field of education but without realistic implementation systems. Finally, curriculum integration has got its own theoretical backgrounds and special attention should be paid to the characteristics of local contexts if curriculum integration is to be introduced.
Conclusion: Curriculum integration has its own characterized theories and rationales. It is necessary for the curriculum designers to look into the concepts of curriculum integration carefully, including rationales, implementation models and the necessary conditions