香港由於經長期的殖民統治、特殊的政治經濟社會環境，形成與內地、臺灣截然不同的文化背景。所以，語文教學的傳統也和海峽兩岸有很大的分別，中學會考中國文學科（以下稱「本科」）獨立成科就是一例。過去三十多年，本科前後經歷三個不同的課程（三代課程），走過一段崎嶇的路，課程仍有很多需要改善的地方。但如果我們能在現有課程的基礎上，通過對本科課程發展從理論到實踐的研究，對本科文學教學的基本理念、課程目標、內容、實施和評估等進行研究，總結歷史和現實的經驗教訓，並借鑒中外文學理論和文學教學的經驗，可以對本科課程和未來高中中國文學的發展方向提出建議，並為在中學中國語文新課程中推行文學教學所遇到的理論和現實問題，找出解決的辦法。本文通過對本科三代課程的反思，而提出對未來第四代文學課程的展望。
Because of the long history of colonial rule, Hong Kong has a special political and socio-economic environment forming a cultural background which is very different from Taiwan and the Mainland. Therefore, the tradition of language teaching is also different from across the Taiwan Strait. The establishment of Chinese literature as an independent subject is a good example.
The syllabus of this subject has passed through three generations. Its development was full of obstacles, and the syllabus is still not ideal and needs improvement. However, if we base on the present syllabus and study the development from theory to practice, we are still able to make suggestions on the future development of the syllabus and Chinese literature education by investigating its basic idea, aim, subject content, implementation and assessment. This may also help to solve the problem of implementing literature education in the new Chinese language syllabus. This study involves rethinking of the third generation syllabus to suggest a future (fourth generation) syllabus.
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

背景：2000年，香港課程發展議會發表《學會學習‧學習領域‧中國語文教育〈諮詢文件〉》。提出2002年後在中學階段實施加強文學元素的新修訂中國語文課程，同時，為了加強學習內容的聯繫，高中階段也可以開設綜合的中國語文課程，其中包括現在中國語文、中國文學、中國語文及文化和普通話各科的學習；或為對文學有濃厚興趣的學生開設選修的中國文學增潤課程，以發展學生多方面的學習興趣與專門能力。因此，還須重新審視科目分合，考慮在高中階段是否仍然保留中國文學科作為選修科。
In the year 2000, the Hong Kong Curriculum Development Council published a consultation document "Learning to Learn: the Way Forward in Curriculum Development" on the Key Learning Area (KLA) of the Chinese Language Education. It was suggested strengthening the literature elements in the above KLA, and advised that an integrated Chinese Language curriculum to be offered in the senior secondary education. The new curriculum framework includes Chinese Language, Chinese Literature, Chinese Language and Culture and Putonghua, which currently are separated subjects in school curriculum. In addition, it was suggested that enrichment programmes on Chinese Literature to be provided to meet the learning needs of students who have keen interest in this area. In view of the above proposals in the consultation document, the issue of whether offering Chinese Literature as an elective subject in the current senior secondary school curriculum needs to be carefully considered.
[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/]

本研究調查教師對現行中學中國文學科課程的看法和意見，作為未來課程發展的參考。研究結果，教師對現行課程內容和整體印象態度正面，對任教本科的能力和興趣有信心，對學生的看法亦態度積極，並且能在應試教育和文學教學之間取得平衡；他們希望教育當局從考試制度上去配合，發展文學教育，減輕學生考試的壓力，培養學生欣賞文學的能力。
This study investigated the teachers' views and comments on the Chinese Literature course syllabus in secondary schools for the reference of future curriculum development. It was found that the teachers were positive to the present syllabus contents and overall impression. They were confident of their abilities and interests to teach the course, and of the students' attitudes towards it. They found a certain balance between assessment and literature education. However, it was hoped that the EMB could further fine tune the assessment instruments to alleviate students' examination pressure and raise their ability in literary appreciation.
[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/]