致力培育創意及想像力的藝術教育對香港社會經濟轉型應能發揮積極作用。藝術教育所培養巿民藝術情操及優質文化，對巿容面貌的改善及提升香港成為亞洲文化大都會有深遠的貢獻。檢視香港教育改革及學校藝術教育課程，有助反省香港學校美育發展的方向和成效。2001 年6 月香港教育署課程發展處公佈《學會學習》學校課程改革文件，將整體課程分類為八個學習領域︰中國語文、英國語文、數學、科學、科技、個人及社會學科、藝術及體育等，學校教育強調全方位學習、課程統整、減少現有課程內容。《學會學習——學習領域藝術教育》將藝術教育分為四大學習目標︰培育創意及想像力、發展藝術創作技能與過程、培育評賞藝術能力、認識藝術的情境等。並以課程架構模式發展校本課程。本文從官方公佈的資料及與西方新近學校藝術教育課程比較，批判分析香港學校藝術教育的新近發展。
Arts Education which develops people's sense of creativity and enhances imagination will undoubtedly play an important role in the period of economic transition of Hong Kong. In addition, Arts education not only may nurture Arts and culture of a high calibre, but also will contribute to the improvement of the image of the Hong Kong city to become an Asian metropolitan. The review of the recent education reform and the change of school arts education curriculum in Hong Kong provide us with a chance on the direction and effectiveness of school arts education. In June 2001 the Curriculum Development Council of the Hong Kong Special Administrative Region released the document of curriculum reform, Learning to Learning which divides all subjects into eight key learning areas: Chinese Language, English Language, Mathematics, Science, Technology, Individual and Social Subjects, Physical Education and Arts. According to the document, school education should emphasize learning from all directions with an integrated curriculum, reducing the bulky contents of the current curriculum, etc. Moreover, the document, Learning to Learn—Learning Area : Arts Education suggests four learning objectives of Arts education: Developing Creativity & Imagination, Developing Skills and Processes, Cultivating Critical Response, and Understanding Arts in Context. The document suggests the use of a curriculum framework to help school develop a school-based curriculum. This paper is to study and compare the local official documents with those of Arts education in western countries and critically analyse the problems and development of the school

In the process of Hong Kong's political transition to the Special Administrative Region of the People's Republic of China, various political forces have been generating impact on the curriculum changes. This paper aims to use the secondary History subject as a case study to demonstrate the implications and complications of curriculum changes in addition to analysing how politics and curriculum interact in the dialectical web of localism, nationalism and globalism. It is expected that it will shed light on the role played by History curriculum in helping pupils to develop local identity in national context while cultivating a sense of global citizenship.
在香港的政治過渡為中華人民共和國特別行政區的過程中，不同政治力量一直對課程的轉變產生影響。本文以中學歷史科為個案，展示課程轉變的含義與複雜性，並分析政治與課程如何在一個地方主義、國家主義和全球主義的辯証關係網絡中產生互相作用。作者期望本文能闡釋歷史課程如何能幫助學生在國家體系中發展本地身份認同而又同時培養世界公民的意識。
[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/]

The implementation of the New Senior Secondary system from 2009 onwards has brought along changes in content and new demands in all subjects. This paper examines the nature of the new curriculum for Geography and the challenges which teachers and students have to face. These challenges are discussed as possibilities for broadening students' horizons and improving the quality of learning outcomes. The conclusion is that both teachers and students should make appropriate changes to their teaching and learning processes as the Education Bureau and Examinations and Assessment Authority should fine-tune their decisions from time to time to improve the curriculum and assessment process.
2009年開始推行的新高中學制已為所有科目的內容和要求帶來變化。本文審視地理科新課程的性質及教師和學生須要面對的挑戰。在作出討論時，這些挑戰被視為擴闊學習範圍及改善學習成果質素的機會。結論是教師和學生都應就著教授和學習過程作出適當改變。同時，教育局及考評局也應就著課程和評核過程持續作出改善。
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

The year 2008 marked the 11th anniversary of Hong Kong's return from the UK to the People's Republic of China. In this decade, the Hong Kong Special Administrative Region Government has repeatedly emphasised the importance of the development of national identity and patriotism in school education, and has at the same time introduced diverse cultural values into the school curriculum. This article explores the dynamics and complexity of the relationships between the state, globalisation and nationalism in Hong Kong that are re-shaping music education in response to contemporary socio-political changes. It argues that Hong Kong school music education has made a gradual cultural shift towards globalism and nationalism, and away from the Westernism that has dominated Hong Kong music education since before the change of sovereignty on 1 July 1997. The article concludes with a discussion of how music education might juggle two pairs of relationships in the curriculum: between global and national cultures; and between the education of cultural values and nationalism in Chinese music. There is pressure to rethink teacher education in terms of the need to be aware of the socio-political environment in which it operates, and within which it makes music education socially relevant.
[Copyright of Music Education Research is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/14613800903390741]