過去十多年，海內外學者曾深入探討「課程」和「教學」這兩個概念。整體而言，有提倡教學包含課程，有認為課程包含教學，有主張課程與教學並列，亦有較積極的學者建議把課程和教學整合。然而，學者在探討時主要是從概念出發，分析兩者的關係。本文目的是從學者的文章，探討他們對「課程」與「教學」的理解，並檢視兩者的差異。本文分三部分，首先概述學者對這兩概念的看法，接着從學者的文章判斷他們理解這兩個概念的差別，最後提出結論。本文發現，「課程」與「教學」各有關注點。筆者認為課程探討的範圍較教學的廣泛。「教學」重在探討學習者和教師，集中在課室層面；「課程」重在探討教育內涵的形塑問題，涉及不同層面，較集中在制度層面、地區層面、學校層面。During the past ten years, scholars have inquired into the concepts of “curriculum” and “teaching” with great efforts. In general, some scholars advocate teaching embodying curriculum, some regard curriculum embracing teaching, and some suggest that they are parallel concepts with close relationship. A few scholars proactively integrate “curriculum” and “teaching,” aiming to provide a better understanding on their relationships. However, the discussions of these scholars are only conceptual ones without research elements. This article aims to inquire scholars’ understanding of the two concepts through their actual usage and to distinguish the differences between the concepts. The article consists of three parts. First, it summarizes the scholastic views on these two concepts. Then, it identifies the differences between these concepts from their application by scholars. Finally, concluding comments will be made. This article finds that scholars have different concerns when using “curriculum” and “teaching.” The authors regard the inquiry of curriculum as having a broader scope than the inquiry of teaching. Whereas “teaching” focuses on the inquiry of learners and teachers at the classroom level, “curriculum” focuses on the inquiry of shaping education content at various levels like the system level, the regional level, and the school level. Copyright © 2010 香港中文大學 CUHK .

2001年，香港以《學會學習：課程發展路向》開啟規模龐大、改革全面、影響深遠的課程改革。課程改革涵蓋科目結構、知識與能力結合、四個關鍵項目、學與教策略、學習評估取向、教學資源等，堪稱香港史上最大規模的改革。2005年，教育當局更進一步改革新高中學制及其課程結構，期望為學生學習帶來根本的轉變：多元出路，繼續升學；課程寬廣而均衡；融合學術和應用的探究；評估模式由考試主導到多元評估。然而，其設計理念仍受質疑，實踐階段未能體現理念之精髓，更出現反效果。本研究旨在探討2005年後之課程改革：首先，簡述新高中學制之課程改革概況；其次，檢視新高中課程改革理念在實行時出現的落差；最後，探討新高中學制課程改革未能更易之元素。綜合而言，研究者發現課程改革出現一些重要改變，如學制、科目結構、課程選擇等；惟未能處理考試主導及照顧學習差異等根深蒂固之問題。
[Copyright © 2014 財團法人高等教育基金會.]

Background: Information and communications technologies (ICT) are often characterized as offering new and exciting possibilities for changing and enhancing the way people work and play. Similarly, ICT-based learning environments offer opportunities for new types of learning and cognitive activity that have not been previously available in formal educational settings. Lessons from business reveal that technology can be a powerful accelerator of change, however it must be focused on productive applications.
Focus of discussion: In education, there have been calls to more closely examine some of the claims for ICT and to re-think the ways it has been used to date. This paper argues that at the school-level, the form ICT will take and the functions it will serve for teaching and learning are still yet to be determined.
Argument: It is clear from studies of highly successful organizations that that they think differently about technology and work hard to develop thoughtful and creative applications. The continuing challenge for Hong Kong schools is to demonstrate that ICT has a credible place in the development of collaborative learning environments that emphasize knowledge production over knowledge reproduction.
Conclusion: The educational leadership that is required for the new millennium is to look for smart uses of technology that are designed to foster knowledge creation and productive learning.
眾所周知，資訊與通訊技術給人們帶來新的機遇，並且改變著人們工作與休閒的方式。同樣，基於資訊通訊科技的學習系統也向人們提供了傳統教育所無法提供的新的學習與認知方式。實踐經驗表明，技術可以成為促使改善認知方式的強有力的催化劑，但是選擇技術時必須注意這種技術是否的確可以提高效率。已經有人呼籲要密切關注資訊通訊技術在教育領域的應用方式。筆者認為在中小學階段，資訊通訊技術服務於教學的方式還有待於研究。香港中小學目前所面臨的挑戰是如何證明在開發側重於知識開發的協作學習環境時，資訊通訊科技佔有重要的地位。我們對一些在這個領域內取得成功的機構作分析的結果顯示，這些機構對技術的認識與其他機構有所不同，並且這些機構致力於開發出富有創新的應用系統。教育領域領導階層需要尋求合理利用技術來服務於知識獲取及高效率學習的新方法。
[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/]

本文透過檢視香港的教學語言政策制定及執行背後所奉行的理性依據，指出其立論的局限性。有別於語言只是傳遞訊息的工具之觀點，筆者指出學習和語言與公民參與和身份建構等教育原則的密切關係，並藉此檢視香港的教學語言政策在過去二十多年來，不論在政策的制定取向和執行方法，和其在教育及對學習的認知上，有否展示出吸收新思維的能耐。
This paper attempts to revisit the rationale underlying the formation and implementation of the language policy in Hong Kong for the past twenty years or so. It is pointed out that the policy has not been well informed manifested by its approach in policy enactment and not being aware of the close relationship between language and learning and its implications for the importance of cultivating civic participation and identity construction during the schooling process. In virtue of this, this paper argues that the language policy in Hong Kong has been weak in its capacity to learn.
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]