背景：香港教育改革著意鼓勵學校引用校本課程發展模式推行融合教育。
目的：本研究探討教師在發展校本融合課程所遇到的挑戰。
研究對象：參與香港教育學院舉辦的融合教育培訓課程的教師。
研究方法：包括訪問和問卷調查。
研究結果：本研究發現教師是與同級教師進行共同備課或通過校內課程發展組調適現行的課程；在設計和實施校本融合課程時，教師遇到的挑戰主要有：班內融合生的數量過多、教師缺乏相關的專業知識與能力、實施課程時因要配合課堂時間的編排而產生混亂、評估上的公平問題與及學校資源的不足。
總結：要面對校本融合課程發展的挑戰，參與的教師必須先行接受有關課程發展的培訓；學校也須委任融合教育的統籌教師，負責領導校本融合課程的發展；學校之間也須建立融合教育的網絡，讓教師互相支持和解難，從而有效地提升融合學生的學習。
Background: Education reform in Hong Kong emphasizes the use of school-based curriculum development mode to implement inclusive education.
Aims: To explore the challenges teachers had in developing school-based inclusive curriculum materials.
Sample: Those teachers who had been involved in the inclusive education programmes organized by the Hong Kong Institute of Education.
Methods: Interview and questionnaire survey.
Results: The results indicated that teachers prepared their lessons with those colleagues who were teaching at the same class levels or used the teaching materials already adapted by the School Curriculum Committees. The challenges teachers met in developing and implementing school-based inclusive curriculum materials mainly included: there were too many special need students in a class, teachers possessed inadequate relevant professional knowledge and skills, confusions caused by insufficient time arrangement in class in implementing the curriculum materials, the problem of unfairness in the use of assessment methods, and lack of resource support.
Conclusion: To face with these challenges, teachers should have prior training before they are involved in inclusive education. An inclusive education coordinator is needed. He/She should undertake the work of leading the development of inclusive education and monitoring the quality of inclusive curriculum in the school. Additionally, schools should develop inclusive education network through which teachers could support one another. The purpose is to ensure the effectiveness of inclusive education that

背景：近年教育改革成為世界各地廣泛關注的公共政策議題，而各地教育改革的經驗更是值得詳加比較與研究，以作為相互參照之用。
目的或討論焦點：本文把分析及討論之重心聚焦在教育改革過去20 年在香港的發展經過、主要改革措施，以及教改的矛盾和影響之上。
論點/評論/建議：全文共分四部分。第一部分概括地回顧香港教育改革自20 世紀80 年代的發展背景與演變狀況；第二部分則集中探討教育改革的主要內容，特別關注學制、學校管理、質素評鑑、教師專業及辦學模式等方面的轉變；第三部分分析及討論該等改革措施的影響及啟示；最後為總結部分。
總結：本文著重指出，近年香港教育改革明顯受到其他地區所進行之改革所影響，與海外地區相似的是教育質素指標化、權力下放與集權同時出現，以及商業化或市場化等。這些因素都深刻地影響著教育工作者的工作。
Background: Recently, education reform has been a focus of public policy discussion. It is valuable to compare the education reforms in different places in order to reach a deeper understanding of the reform in a particular place.
Aims or focus of discussion: The purpose of this paper is to review and analyze the process, major measures and changes over time in relation to education reform in Hong Kong. It also examines the problems and impacts involved.
Arguments / comments / suggestions: The paper is divided into 4 parts: (1) a review of education reforms since the 1980s; (2) the major measures adopted, particularly those related to the education system, school management, quality assessment, teacher professionalism and the school system; (3) a discussion on the impacts of these reform measures; and (4) conclusion.
Conclusion: This paper points out that the Hong Kong education reforms, being affected by experience elsewhere, are dominated with several features, such as the stress on quantifying education quality, the simultaneity of evolution and centralization, and the education marketization, which are all important factors that affect the teaching life of ordinary Hong Kong teachers.
[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/]

西方研究教育改革及教師發展的文獻，主張從教師個人發展的角度，思考教師在改變教學範式過程中如何建立個人的意義，才能為教師在增進知識與發展能力方面帶來真正的轉變。專題研習為香港教改短期發展(2000-05)其中一項關鍵項目，旨在通過嶄新的學習與教學策略，發展學生的共通能力。本文探討職前教師推行專題研習的實際經驗，闡述他們在個人成長及工作意義方面的發現，藉此突顯教師在推行專題研集過程中所得的實踐經驗，不但是個人的深刻體會，更是教師累積知識及提昇能力的基礎。
In light of existing literature on education reform and teacher development, this paper sees teacher development as self understanding rather than merely as knowledge and skills development. Based on the interviews with pre-service secondary schoolteachers, this paper examines how their experiences as project learning tutors echo the recurrent themes of survival and discovery on the early stage of teacher development. It argues that teacher experience and self understanding is the foundation for further pursuit of knowledge and skills development.
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

香港推行母語教學已有十年，在這十年中，它始終是香港教育界備受爭議的話題。本文概述了十年來香港母語教學改革政策的變化，各方的意見以及其成效。同時本文反思了香港母語教學政策的推行所出現的問題以及其原因。
The adoption of native language as a medium of instruction has been implemented in the past decade. However, the policy remained to be controversial. In this article, the author attempts to reflect the change of the policy and its effects.
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

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]

作者指出，在強迫教育的條件下，怎樣認識數學教育的功能？如何使數學教育適合強迫教育的需要？如何進行數學教育的改革？這都是近年來研究比較多的問題。此文在分析和研究了不同國家和地區的數學教育文獻的基礎上，從三個方面對這些問題進行初步探索︰認清數學教育與強迫教育培養目標關係，把數學教育作為提高公民基本素質的一個組成部分，立足於絕大多數學生的發展進行數學教育改革；認識數學教育與學生全面發展的關係，使每一學生都能通過數學教育獲得應有的發展。

作者指出教育改革是一項連續不斷的事務。在香港，60年代的數學教學改革雖然完成了其歷史任務，但是亦引起了一連串不良後果。現時，一個新課程的創立，似乎是大勢所趨，人心所向。作者鼓勵香港數學者在新數和舊數的教學經驗的基礎上，取長補短，興利除弊，創出一個新局面。

文章從中學中國文科課程、教材、教法三方面，論述三者過去、現及將來的發展。分析顯示：香港語文教學的科研做得不足，影響教改的步伐；後因改革過快，配套不上，影響成效。作者指出，總的來說，程設置的發展雖然比較全面，但面向21世紀，必需注意以下的教改項目：語文、文學、文化科的統整、銜接；中小學語文科的內涵和如何在課程上全體現出來；課綱要和學習綱要的統整；多層次的語文能力結構的建構；教法何由知識傳授變為能力練等。作者認為，這些教改項目都是將來香港中小學語文教育改革的熱點問題。（何文勝整理）