本文以一個教研項目的經驗為基礎，討論價值觀教育課程的設計原則與教學實踐技巧。內容主要以一初中系列的視像教材設計及相關課研經驗為例子，先綜合出四項課程設計原則。之後，藉著過程中所蒐集的課堂數據解釋相關的教學實踐技巧。最後，本文以建議教師在設計及實踐價值觀教育課程的角色作為往後值得關注的課題作結。With reference to an experience drawn from a teaching study, this paper discusses the design principles and teaching practice skills for values education curriculum. It first summarizes four design principles by using the series of video resource and the teaching study from a junior secondary school. Then, it explains the related teaching practice skills based on the empirical data collected in lessons. At last, it ends with suggesting that the role of teachers in designing and teaching values education curriculum would be a topic for further study. Copyright © 2020 香港教師中心.

課程實施是課程改革取得成功的關鍵因素之一。本文試圖透過目標為本課程這個案例，從改革特性、整體策略、教師發展、資源提供、學校行政和教師文化等幾方面，剖析影響香港課程實施的諸多因素。研究表明，雖然政府已經意識到課程實施的重要性，並採取了一些相應措施，但是許多不利因素依然存在。因此，此項改革的課堂實施情況，與改革的理想之間，還存在巨大的反差。目標為本課程，遠非一項成功的改革。 Copyright © 2006 華東師範大學.

成功的教育變革，取決於多種因素，包括：變革的規模和複雜性適中，易於操作；變革的策略是民主的、問題解決式的；通過各種靈活的方式發展教師的知識和信念；教師能夠從變革中獲取利益；學校行政的支持和教師文化的配合。成功變革的指標，應該是該項變革制度化、持續化，整合成為學校的常規。 Copyright © 2002 華南師範大學.

要進一步完善課程與教學改革，我們必需加強理論與實踐的對話。本文第一部分探討課程與教學理論與實踐之間的關係，以及兩者出現差距的原因；第二部分探討實踐者研究（或教師研究）作為強化理論與實踐的對話之一個取向，並根據有關文獻探究，將實踐者研究的目的、與學術研究的關聯、溝通方式組成一個初步架構，亦會討論香港一些實踐者研究（如行動研究）的例子；第三部分探討課程與教學理論工作者的研究取向如何在實踐層面有助於課程與教學改革，並對學術的理解，以及大學與學校建立夥伴關係的定位作一審視。To further improve curriculum and instructional reforms, we need to strengthen the dialogue between theory and practice. This article is divided into three parts. The first part explores the relationship between curriculum and instructional theories and practices as well as reasons behind the discrepancy between theory and practice. The second part discusses the practitioner research (or teacher research) as one of the approaches for reinforcing the dialogue between theory and practice. This part refers to Zeichner and Noffke’s literature review and formulates an initial framework based on the components of purposes, relevance with academic research, and modes of communication. Examples of practitioner research (e.g., action research) in Hong Kong will be discussed. The third part highlights how the research approach of experts on curriculum and instructional theories (scholars) enhances curriculum and instructional reforms as well as examines the understanding of scholarship (e.g., Boyer’s scholarships of discovery, integration, application and teaching) and the orientations of university and school partnerships. Copyright © 2004 北京大學.

There has been a worldwide interdisciplinary curriculum development. By examining several official interdisciplinary curriculum in Hong Kong, this paper argues that curriculum integration which incorporates learning about globalization and global citizenship has gradually developed since the late 1990s. By using cross-sectional focus group interviews with experienced teachers and a sample of students, the author identified benefits such as enhancing students' interdisciplinary knowledge and applying critical thinking. But limitations can be found in having a weak disciplinary knowledge and difficult to develop transferrable skills, which necessitates teacher training. This paper also discusses the recent Liberal Studies controversy and youth protests. Copyright © 2020 James Nicholas Publishers.

香港科學教育課程改革既有自身持續更新的內在需求,又受到社會經濟及科技發展的驅動,以及全球教育改革趨勢的推動。科學教育課程從"知識和理解""技能和過程""價值觀和態度"等三個方面建構了以培養學生科學素養為目標的課程體系,旨在落實以學生為本的課程理念。通過開放而具彈性的課程架構、課程設置的連貫與統整、多樣化的教學策略,推進既定課程目標與理念的實現。香港科學教育課程改革過程中體現出的變革素養、課程內容的結構化設計、注重能力培養的綜合化學習方式,可為內地科學教育課程改革提供參考。

學科建設與學科組織之間的關係是一流學科建設理論研究和實踐探索的重要課題。以組織要素的視角研究香港大學教育學科的發展狀況,發現其具有引領教育研究與實踐的發展目標、匯聚全球的科研人員、以學科研究平台促進知識交流、擁有豐富的學術物質資料這四個方面的特征。橫向的學科研究平台在學科發展中居於主導的地位。學科研究平台整合科研人員,以學術物質資料為基礎,通過對知識信息的搜集、分析、整理、加工、研究和傳播,實現知識的再生產,促進學科目標的實現。內地在"雙一流"建設進程中,可以進一步優化學科組織制度設計,整合學科組織的各項資源,形成學科研究領域的不可替代性,從而更好地推進學科發展。

Internationalisation of the curriculum (IoC) is on the agenda of many higher education (HE) institutions worldwide. Typically seen as associated with a top-down strategy, IoC often meets resistance from university teachers, many of whom struggle to understand its relevance to teaching practice. This phenomenographic study investigates university teachers' conceptions of IoC. Five conceptions ranging in sophistication have been identified. The least sophisticated focuses on making the curriculum content internationally relevant, whereas the most sophisticated centres around developing self-awareness, awareness of others, and a change in mindset in students. The latter is realised by embracing reflexivity and criticality and, more importantly, utilising societal and political issues as learning opportunities for identity development. Situated in the Hong Kong context, the findings not only suggest the need for teachers to shift their focus from curriculum content to value-based development but also for educators to reflect on their role in helping students to reconcile their identity in relation to their counterparts regionally and globally.
[Copyright of Higher Education is the property of Springer.]