香港教育局課程發展處在2010年發表了《新高中課程‧中國語文》，新課程博大精深，加入了校本評估。課程特別重視培育學生的語文素質，教師要設計多元化的教材和創設寬廣的學習空間，提升學生的自主學習和獨立思考的能力。新課程對教師的要求提高了，因此，切實提高語文教師的專業素養是成功實施新高中課改的重要保障。中國語文教師須具備本科學養、教育理論、語文教學的專業和個人涵養，才能達到課改的目的。本文在最後的部分提出一些教師培訓方面的建議。
[Copyright © 2014 新加坡華文教研中心]

The use of resources always forms an integral part in the teaching, learning and assessment process in schools. Teachers are expected to select, adopt, adapt and create appropriate resource materials in order to achieve their learning targets, conduct task-based activities and devise assessment schemes to measure students' progress. In the implementation of the TOC initiative, the Hong Kong schools are offered greater autonomy and a more active role in support of the principles and essence of this curriculum change. However, the lack of creativity and flexibility in many teachers to develop and utilize resources in their teaching has hindered such innovations. The objectives of this research study are four-fold: To explore what resources are currently provided for TOC; to investigate how schools are utilizing them; to determine what gaps and deficiencies there seem to be; and to recommend how resourcing support might be improved to foster the TOC initiative in the near future. The type of resources indicated in this research study are limited to the scope of printed materials, AV materials, teaching packages, information technology, equipment and facilities, learning environment, time, space and manpower support. The research methodology and procedures used in this study involved the following: (1) a compiled list of TOC resources produced by the Education Department, other institutions and commercial publishers made available to all primary schools, (2) preliminary interviews to find out the areas of concern regarding resources support for TOC, (3) questionnaire survey sent to over 100 primary schools with approx. 1,800 TOC teachers and other school staff respondents, (4) in-depth interviews with a sample of school heads, teachers, panel heads, TOC coordinators, teacher educators from ED and tertiary institutions, ED officers in the TOC unit, curriculum developers and commercial publishers. After the analysis of data on resources was completed, two case studies of schools

In 2007, the Hong Kong government announced that tertiary institutions receiving central funding would be required to incorporate outcomes-based learning in their curricula. The policy was presented as part of a raft of measures to introduce creativity and innovation into the traditional approaches to teaching and learning, that have been described as producing “a somewhat sterile curriculum that emphasized propositional knowledge and avoided awkward questions”(Adamson & Li, 2004, p.59). The Hong Kong government wishes the education system to be in line with what it perceives to be state-of-the-art practices internationally. However, the history and culture of Hong Kong has endowed the local system with its own distinctive characteristics that, as previous efforts to graft foreign curricular initiatives on to the Hong Kong education system have shown, need to be taken into account. The move to require institutions to incorporate outcomes-based was greeted by concerns that the outcomes-based approach was too "Western" (i.e. progressive) for educational values systems prevalent in Hong Kong and, at best, institutions would only pay lip-service to the reform. (Interestingly, a contrasting concern was that outcomes-based learning—which is already falling out of favour in Australia, where it originated, and in other Western systems--would actually have the opposite effect to the intended goal of rejuvenating the curriculum, as it would tend to reinforce rigidity in curriculum design, reducing student choice and flexibility to design their own learning pathways.) At the heart of the matter is the issue of effective international knowledge transfer. This paper reviews Hong Kong’s very mixed experiences of international knowledge transfer in education, and proposes a pragmatic framework for curriculum design that takes into account and negotiates political, social and pedagogical forces at the local and international level. It illustrates how this pragmatic approach to curriculum

This study is designed on the basis on the key premises of Activity Theory, in the development of curriculum leadership among a group of primary teachers in two innovation engaged schools in Hong Kong China in April 2005 and 2007. Three curriculum development teams were formed and their membership and leadership were manipulated to create internal tensions and contradictions among members in a flattened leadership context. The aim is to investigate the extent that teacher participation in curriculum decision making processes is mediated by the artifacts such as hierarchical power, roles and leadership styles. The findings based on the analysis of the interviews as well as the video taped meetings of the Mathematics and Chinese curriculum teams point to the varying mediation effects of the two artifacts, namely the roles of the consultants and the leadership styles upon teacher participation. On the effects of the roles of the consultants, two types of professionality were asserting different influences on the mediation processes. The restricted professionality focused on closed discourse between participants and the leadership style was power coercive. The extended professionality however, generated an open discourse with evidence of multi-structural interaction pattern. The nature of the former is didactic while the latter is more negotiable among members. On leadership styles, the personality of the subject head and its degree of domination was having effects on the discourse styles and participation nature, though the distributed leadership was in function in the curriculum development teams. Assertive subject head constrained the interaction pattern of the meetings while the less assertive one opened opportunities for exploration and experimentation by the members of the teams. In conclusion, various artifacts assert their influences in the mediational processes of the interaction among members of the curriculum teams and these mediational effects have either constrained

This study aims at investigating the effectiveness of the establishment of the school based curriculum development teams as a response to the challenges of the school performance and student learning. A theoretical framework is derived from the various assumptions about school leadership, patterns of dissemination and teacher development. This framework will then be used to evaluate the extent that school based curriculum development teams contribute to teacher development and school improvement. The findings will shed light on the necessary conditions for successful implementation of school based curriculum development in a policy context of decentralizing curriculum decision making. Two case schools from two different socio-cultural milieu, Hong Kong and the Netherlands, are chosen for comparison. A mixed method approach of investigation is adopted and methods include interviews of teachers and students, analysis of video taped meetings and questionnaires.