要進一步完善課程與教學改革，我們必需加強理論與實踐的對話。本文第一部分探討課程與教學理論與實踐之間的關係，以及兩者出現差距的原因；第二部分探討實踐者研究（或教師研究）作為強化理論與實踐的對話之一個取向，並根據有關文獻探究，將實踐者研究的目的、與學術研究的關聯、溝通方式組成一個初步架構，亦會討論香港一些實踐者研究（如行動研究）的例子；第三部分探討課程與教學理論工作者的研究取向如何在實踐層面有助於課程與教學改革，並對學術的理解，以及大學與學校建立夥伴關係的定位作一審視。To further improve curriculum and instructional reforms, we need to strengthen the dialogue between theory and practice. This article is divided into three parts. The first part explores the relationship between curriculum and instructional theories and practices as well as reasons behind the discrepancy between theory and practice. The second part discusses the practitioner research (or teacher research) as one of the approaches for reinforcing the dialogue between theory and practice. This part refers to Zeichner and Noffke’s literature review and formulates an initial framework based on the components of purposes, relevance with academic research, and modes of communication. Examples of practitioner research (e.g., action research) in Hong Kong will be discussed. The third part highlights how the research approach of experts on curriculum and instructional theories (scholars) enhances curriculum and instructional reforms as well as examines the understanding of scholarship (e.g., Boyer’s scholarships of discovery, integration, application and teaching) and the orientations of university and school partnerships. Copyright © 2004 北京大學.

The Methodist Church of Hong Kong has promoted a life education programme since 2004, and has progressively applied it in all affiliated schools. This article analyses the characteristics of the latest primary school life education curriculum compiled by this Christian school sponsoring body. There are three significant findings: 1) religious elements remain rich in the four strands of life education the Universe, oneself, other people, and environment; 2) biblical stories have been removed, but Christian beliefs are integrated into the curriculum materials and summaries in terms of Christian role models and the Holy Scriptures, in order to develop students' relevant values, good character and positive attitudes towards life; and 3) the importance of prayer as a religious practise for action. The intended curriculum demonstrates how religious elements like Christian beliefs can be applied in secular education to build students' sense of meaning and purpose in life.
[Copyright of Journal of Beliefs & Values-Studies in Religion & Education is the property of Routledge.]

This paper explores how notions of race, ethnicity, and blood are mobilized in educational texts in Hong Kong. It elaborates how civic identity is racialized as part of a nationalist education operating beneath the surface of expressed commitments to global citizenship, human rights, etc., in curriculum and textbooks. Many have commented on how cultural and ethnic ties are prioritized over political principles as bases for civic education in Asian societies. These cultural/ethnic bases should be critically examined, however, as they imply racial/ethnic exclusions. Examining how race, ethnicity, and blood are used to justify cultural framings of civic identity leads to questions about how education can be used to unify some, while alienating others from a sense of belonging and community. I argue that racialization of Hong Kong civic identity is not a happy solution for all members of society, and for more inclusive visions of identity in education.
[Copyright of Discourse-Studies in the Cultural Politics of Education is the property of Routledge.]

Service-Learning has become a prominent term in Higher Education settings.Because of its nature,other similar key terms;for instance,Community learning,Internship,Practicum,and Volunteer work are often used in comparison.Nonetheless,they could be differentiated based on their ultimate goals.All the above works are done in communities,for,and with communities but Service-learning has two dimensions which are to Serve and to Learn.In certain circumstances,learning might not occur while serving;hence,reflection activities should take place in order to bridge community service to content-learning(Bringle,Phillips,& Hudson,2004).Service-learning is defined as as an educational approach that allow students to apply their knowledge from classroom when participating in community activities(Bringle,Reeb,Brown,& Ruiz,2016).Not only an approach,it could be also an undergraduate course,a program,or a project depending on each university.Sometimes it is taking place as a partnership work between two universities locally or other times as an international collaboration.This qualitative research study with 14 participants seeks to investigate a Servicelearning partnership project between a university in Cambodia,Royal University of Phnom Penh(RUPP)and Hong Kong Polytechnic University(PolyU).RUPP students and their facilitators were interviewed after they returned from Service-learning project trip entitled “Healthy Lifestyle Challenges in Developing Communities”.The objectives of the study were to examine how Service-learning was integrated to the curriculum of RUPP,what challenges,experiences,and success that students and facilitators faced during the project implementation.The findings indicated that Service-learning has not been officially integrated to the curriculum of RUPP yet.It was only introduced as part of a summer project which RUPP students could apply for volunteer to work in partners with PolyU students in order to assist them accomplishing their Service-learning course

The present study evaluated the implementation and impact of the "general university requirements" (GUR) at The Hong Kong Polytechnic University (PolyU) using both quantitative and qualitative methods. Quantitative methods included a four-year longitudinal online survey, Collegiate Learning Assessment Plus (CLA+), and secondary analyses of student feedback data in different years. Qualitative methods included focus groups and qualitative evaluation forms involving students and teachers as well as a longitudinal case study. Results showed that students displayed positive development based on different developmental indicators of the five desired graduate attributes of PolyU in their study of the four-year program. Both students and teachers also generally showed positive perceptions of the GUR, with reference to its subject content, teaching and learning, and benefits. Several major concerns regarding the GUR were also identified.
[Copyright of International Journal of Child & Adolescent Health is the property of Nova Science Publishers, Inc.]

The relationship between history education and political education in Asian societies is an underexplored topic. Politics have deeply shaped the development of history education in Hong Kong, as in many other societies around the world. Hong Kong history education reforms have been criticized for providing a new form of national political education. This study examines how politic education can be found in the Hong Kong history curriculum as 'latent content'. To do so, it provides a qualitative content analysis of all textual data used in 'Chinese history' and 'history' textbooks in secondary schools in Hong Kong which discuss or portray political content, focusing particularly on the themes of identity shaping and assimilation. Before focusing on the Hong Kong situation, this paper first explores how history education is a political topic in general. Then Hong Kong's complicated political legacy is described in relation to one of the unique features of history education there: the concurrence of two subjects, 'history' and 'Chinese history'. Current debates about the reform of history education in Hong Kong and the limitations of current history education in Hong Kong are examined in the next part, using data from textbooks. Our analysis shows that 1) national identity is prioritized over local identity in the textbooks, and 2) the textbooks mainly reflect a Mainland-based majority perspective and justify assimilation in history, resulting in a lack of recognition of the many different minority groups of Mainland China, of which Hong Kong people may see themselves as part. Based on the analysis, we argue that history education in Hong Kong provides a narrow political education that can impede some crucial education goals in Hong Kong.
[Copyright of Educational Studies in Japan: International Yearbook is the property of Japanese Educational Research Association.]

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 .

課程研究範式一直備受學者關注。在這一問題上，一些學者建議應綜合運用量性課程研究範式和質性課程研究範式，以彌補單一課程研究範式的不足。本文旨在探討整合兩種課程研究範式的建議，同時提出整合時必須關注的事項。在探討這一建議之前，本文首先簡介不同的課程範式，並分析量性和質性研究範式的差異。本文對整合兩種課程研究範式的探討圍繞三方面展開：（1）質性和量性本質的綜合；（2）建構實在論的可行性；（3）研究內容的性質。筆者認為，整合兩種課程研究範式極具吸引力，但是卻難於處理基本哲理的差異。The paradigms of curriculum research have been the major concern of many researchers. Some researchers suggest the integration of quantitative and qualitative curriculum research paradigms for supplementing each other. This article aims at discussing the suggestion on their integration. First, the article gives a brief introduction of curriculum paradigms, and analyzes the differences between quantitative and qualitative research paradigms. Then, it will discuss the integration of the two research paradigms in three aspects: (a) integrating the essence of qualitative and quantitative research; (b) the feasibility of constructive realism; and (c) the nature of research content. The article concludes that it is an attractive attempt to integrate the two paradigms, but it is hard to deal with the differences between their basic philosophies. Copyright © 2012 香港中文大學 CUHK .

In recent years, both Singapore and Hong Kong have been ranked top in international education rankings. They are widely admired as high-performing education systems (HPES) and, not surprisingly, among the best education systems in the world. The success stories of Singapore and Hong Kong education have aroused widespread attention internationally among different stakeholders, such as policymakers, researchers and practitioners, to investigate if it is possible for their policies and practices to be learned and borrowed by other countries. In this article, we stress the importance of context in understanding policy phenomena and possibilities for policy transfer. The Singapore and Hong Kong education systems are facing critical issues such as the economization of education, educational disparities and the paradigm shift from meritocracy to parentocracy. How well they deal with these policy issues will determine if their present international standing continues into the future. This article provides a critical review of their education policies to explore how these policies can be refined and adjusted in order to cope with the challenges facing both education systems.
[Copyright of Infancia Y Aprendizaje is the property of Routledge Journals, Taylor & Francis Ltd. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/02103702.2018.1434043]

From the Americas to Asia, neoliberal policy restructuring continues to present major challenges to educational equity. In Hong Kong, teacher educators grapple with training students in pedagogy they believe in, versus the daily status quo of high-stakes exam prep, privatized "shadow education," and a system seemingly pushed to the brink of neoliberal social efficiency. Indeed, in recent years, Hong Kong has recorded top rankings on the Trends in International Mathematics and Science Study and the Programme for International Student Assessment, along with record-setting protests and student suicides. Like in the USA, neoliberalization of teacher education in Hong Kong has proffered dilemmas of standardized curricula, evaluation, and licensure, often under the guise of "21st century skills and technology." Both regions also face perpetual threats of being under- or de-funded, based on "data-driven" decision-making and leadership that are supposedly more accountable and efficient. Unsurprisingly, neoliberal policies and practices have often exacerbated inequities in teaching and learning, especially for communities labelled as minority or working-class. Within traditions of critical pedagogy, this article's authors engage in a discussion on how educators and students are navigating the neoliberal behemoth and developing more inclusive spaces across local contexts of language, class, and culture. Based on the authors' research in the Americas and Greater China, this article interrogates some of the junctures and ruptures of neoliberal education in Hong Kong, long-held as bridge between "East" and "West." The article draws from the first author Benji Chang's action research projects with pre-and in-service teachers in the region, which examines how they are critiquing and challenging dominant discourses of neoliberalism (e.g., positivism, standardization, and market-economy), and what brings hope. Given Hong Kong's history of colonization with Europe and the USA, and the