本文旨在探討香港新高中通識教育科的校本課程由誰來決定。本研究在2010年的暑假進行，透過半結構性的訪談以探索不同中學發展通識課程所採取的策略。研究者發現校長在通識科的課程決策上佔主導地位，通識科主任才是正真的課程領導，而科任教師多扮演追隨者的角色。 This paper aims to explore the position of different stakeholders in the development of the New Senior Secondary curriculum of Liberal Studies. This research was conducted in the summer of 2010 to investigate the curriculum development strategies used by different schools. It is found that subject panel heads are the authentic curriculum leaders even though school principal is the core person who makes the final curriculum decisions in school. Teachers prefer to act as the followers and often play passive roles. Copyright © 2011 華東師範大學.

教師是實施校本課程發展的關鍵人物，在實施過程中，教師需要不斷重新審視課程及評估學與教的關係。課堂學習研究是參考日本的授業研究 (lesson study)，並以變易學習理論 (the theory of variation) 為基礎的一種校本課程發展及教師專業發展模式。教師和大學的研究員對課程中某些重要課題和學生的學習難點進行深入的探討，然後共同設計一堂研究課，最後進行有系統地觀課、評量和反思。本文會先介紹課堂學習研究的理論架構，之後以一個小學常識科研究課案例來說明課堂學習研究的各個步驟，最後討論課堂學習研究與校本課程發展及教師專業發展的關係。
[Copyright © 2010 高等教育文化事業有限公司.]

世界上不少地方正在進行教育及課程改革，香港也被一輪又一輪的教育改革衝擊著。然而不少教育研究的結果卻告訴我們，絕少教育改革能真正對學生的學習有正面的影響；然而能夠產生明顯作用的，都是那些直接涉及學習內容的改革。「課堂學習研究」就是針對學習內容為出發點，建基於變易學習理論，透過行動研究的模式，集教師、教育研究員的智慧，試圖解決學生的學習困難，幫助每個學生學得更好。經過六年的探索、實踐及研究，已有超過一百間學校參與，並已進行了一百三十多個「課堂學習研究」。在這過程中，我們發現「課堂學習研究」不單能幫助學生學得更好，更是一個成就教師發展、校本課程發展及學校更新的有效工具。本文除闡述「課堂學習研究」在香港的發展外，更探討其對教師發展、校本課程發展及學校更新的影響，以及其未來發展所要面對的挑戰。

世界上不少地方正在進行教育及課程改革，然而不少教育研判的結果卻告訴我們，絕少教育改革能真正對學生學習產生正面的影響；而能夠產生明顯作用的，都是那些直接涉及學習內容的改革。課堂學習研究就是針對學習內容為出發點，以變易學習理論為基礎，運用行動研究的模式，聚合教師、教育研究員的集體智慧，解決學生的學習困難，幫助每個學生學得更好。經過六年的探索、實踐及研究，香港已有超過100多所學校參與，並已發展了130多項課堂學習研究。在這過程中，課堂學習研究被發現不僅能幫助學生學得更好，更是一個成就教師發展、校本課程發展及學校改革的有效工具。本文除闡述課堂學習研究在香港的發展外，更探討其對教師發展、校本課程發展及學校改革的影響，以及其未來發展所要面對的挑戰。
[Copyright © 2005 上海電視大學.]

近年，香港所推行的教育改革積極鼓勵學校實施融合教育。融合教育是指所有學生，無論他們是具有不同的資質或能力，都應在學校裡享有同等的學習機會；要達到共融的目的，教師必須引用校本課程發展的模式，以配合學生的不同學習需要。通過有關教師的訪問，本研究旨在探討參與融合教育的教師如何運用校本課程發展去幫助融合學生學習和曾遭遇過的困難與問題。研究的結果能幫助有志推行融合教育的教師進一步在學校裡施行融合教育的工作。

背景：廿一世紀開始香港進行教育改革，其中一項政策是發展校本課程。這項政策也引入中學中國語文新課程內，官方文件列明發展校本課程的理念及課程架構。
目的：本文旨在探討中文教師如何回應這項改革。
調查對象：本研究以有目的取樣的原則，選取三位教師，他們來自收生不同的學校，以學生學業水平分為第一、第二及第三組別。
調查方法：資料搜集包括半結構式訪談及課堂觀察。
調查結果：研究結果反映中央沒有足夠的支援協助教師發展校本課程。三位被訪教師均以其所持的信念應付這項政策：教師甲靠自己的力量帶領科組同事設計他們的校本課程，卻沒有跟從官方的框架；教師乙參加課程發展處籌辦的「種籽計畫」編選校本教材；教師丙依舊選用教科書教學，沒有理會這項政策。
總結：課程發展者必須加強對教師的支援，例如提供在職培訓課程改變教師的信念，並讓教師學習設計校本課程的知識及方法，還要安排課程發展主任到校協助發展校本課程。
Background: School-based curriculum development (SBCD) is one of the strategies of the educational reform of Hong Kong launched in the 21st century. It is introduced in the new secondary Chinese language curriculum. The rationale and curriculum framework of SBCD are laid down in official documents.
Aims: This study aimed to reveal teachers' responses to this educational change.
Sample: Three teachers were selected as informants based on purposive sample. They came from schools namely band 1, 2 and 3, with different students' level of academic standard.
Method: Data were collected through semi-structured interviews and classroom observations.
Results: The results of this study found that support from central authorities to teachers had been insufficient. The three teachers were governed by their beliefs in coping with this policy requirement. Teacher A led his colleagues to design their own school-based curriculum without following the official framework. Teacher B took part in "seed project" organized by Curriculum Development Institute to develop teaching materials. Teacher C still adopted textbook for teaching as before and simply ignored the policy.
Conclusion: It is essential for curriculum developers to strengthen their support to teachers, such as providing in-service training programme for teachers to change their beliefs and acquire new knowledge and method to design school-based curriculum. Curriculum development officers should also visit schools regularly to assist with the development of school-based curriculum

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﹕培育學生的閱讀表現是香港教育改革的一個重點，課程發展議會於2002年把「從閱讀中學習」列為課程改革的四個關鍵項目之一。經過幾年來的努力，香港學生閱讀能力在「2006年學生能力國際評估計劃」，從2003年排名第十位躍升至名列第三位；而在「2006年全球學生閱讀能力進展研究」中，香港小四學生的閱讀能力在四十五個參與地區中，從2001年排名第十四位躍升至第二位。從這兩個於零七年底公佈的學生閱讀能力國際評比的報告中，反映香港中小學生閱讀表現是有提高的。
目的﹕香港學生閱讀能力的提昇是從何而來的呢？為了進一步瞭解當中的原因，本文將借用一所小學個案去解構學校改善學生閱讀表現的歷程，並嘗試分析有效影響學生閱讀提高的校本策略。
研究對象與方法﹕一所香港小學的學生、家長和教師對學生閱讀表現的量性資料，加上對校內學生和相關教師的深入訪談和相關的校內文件，勾劃出這所學校在過去幾年在提昇學生閱讀的經驗。
結果﹕研究發現該校把建構閱讀文化列為學校發展的閱讀項目，然後透過學校自評的理念，持續監控學校在推行閱讀的情況；該校除了創造更多的閱讀環境外，更引入集中閱讀和發展性閱讀等策略，加上在全校教師參與的情況下，學校在三年間確立了學生的閱讀習慣。
總結﹕透過這個個案研究法，把一所小學提昇學生閱讀的校本經驗外顯，讓人們瞭解香港校是怎樣實踐校本課程改革，說明香港學生閱讀表現的提昇，是不少學校和教師的努力耕耘的成果。
Background: One of the theme of educational reform is to improve the reading performance of pupils in Hong Kong. The Curriculum Development Council stated "to promote a reading culture" is one of the four key tasks of school curriculum reform on 2002. After several years, Hong Kong pupils have a better result in international assessments. In the Programme for International Student Assessment(PISA), Hong Kong pupils have a clear up from 10th in 2003 to3rd in 2006, Meanwhile, Progress in International Reading Literacy Study (PIRLS) 2006 finds that Primary 4 pupils in Hong Kong come second in reading literacy among 45 participating jurisdictions, up from 14th in 2001.
Aims: To investigate the improvement of pupil's reading by a case study and analysis the school-based strategies used.
Method: Beside the quantitative and qualitative data of a primary school, focus and in-depth interviews are used to triangular the reasons of the improvement of this primary school.
Results: The improvement of pupils' reading in this school causes from several reasons. The school utilize self-evaluation concept to regulate the pupils reading, create more opportunity for pupils' to read, adopt useful reading strategies for the school development.
Conclusion: The case illuminates the process of a school to improve pupils' reading performance and gives

在香港，學生的個別差異己是日益嚴重的教育問題，近期的課程改革正積極鼓勵學校運用課程調適的策略來解決這個問題；因此，有很多學校尤其是小學都嘗試用調適課程的方式來幫助個別差異的學生學習。由於負責調適課程的是教師，他們對以課程調適來照顧個別差異學生的觀念，足以影響學校實施課程調適的效能。透過與教師的面談，本研究試圖瞭解教師對以課程調適幫助個別差異學生學習所持著的觀點，從而提醒有心從事學校改革的校長，必先理解教師參與課程改革的心態，然後採取有效的改革策略，才能促使學校達致校本課程改革的願景。
The problem of students' individual differences has been getting worse in Hong Kong. In recent curriculum reform, schools have been encouraged to use curriculum adaptation as the strategy to deal with this problem. Thus many schools particularly primary schools have made attempts to adapt their curriculum to cater for their students' individual differences. As teachers are the ones who adapt the school curriculum, their views on using this strategy to cater for individual differences would have direct impact on the effect of curriculum implementation in schools. Through interviewing primary teachers, this study aims to understand teachers' perceptions of using curriculum adaptation as the strategy to cater for students' individual differences. The main purpose is to remind those principals and educators who would like to implement curriculum innovations including curriculum adaptation in schools, to pay special attention to teachers' views and attitudes towards the innovations and the need of identifying appropriate implementation strategies in their initiation of school-based innovative initiatives.
[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/]