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/]

作者透過介紹英國國家教育技術議會在1995年發表的「數學與資訊科技」一文，強調高科技對香港學校課程重大的影響。作者更博引說明各先進國家皆以個人電腦為首的高科技對數學的衝擊越來越嚴重，而香港的數學更是首當其衝。

作者簡介了中、小學中國語文科「修訂課程」的特點。「修訂課程」的精神是既重視語文學習的實用價值，又重視語文學習的教育價值重視語文學習的教育價值和文化價值。在教學法方面，「修訂課程」鼓勵教師重視「啟發」、「鼓勵學生主動參與」、「多組織教學活動」及採用「以學生為主」的教學方法。（關之英整理）

作者指出，踏進90年代，世界各地紛紛對數學課程作出了重整，但與新數學運動截然不同者，基礎數學之內容，可謂萬變不離其蹤，但其定位、取向與著眼點方是最決定性的。此文章即以10地區之數學教育目的作比較，檢討其異同，希望藉此得出去蕪存菁之端倪。

從「以學校為本位的課程發展」的概念定義出發，作者指出其本質應是課程發展的權力和資源重新分配。文章繼而探討它的基本假設、受到提倡的各種因素、發展條件、內在的限制、面對的困難，並介紹有關的研究作法。

作者詳細分述設計香港小學數學課程的考慮的因素，並引入英國，美國及台灣在數學課改革的理念，強調數學課程的設計的重點應在於引起學生的學習興趣，及培養正確的態度。最後還比較中港台三地小學數學課程的目的和取向。