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/]

This paper seeks to present a framework for the school curriculum in the twenty-first century. It first describes and appraises critically the Tyler rationale, which has been influential for many decades. The rationale forms the basis of the school curriculum in many eastern and western countries. Next, the concept and features of modernism which underpin the rationale are described, leading to a discussion of its major strengths and weaknesses.
The paper goes on to present an alternative view of the curriculum - Doll's Model, which better meets the challenges of the fast changing world. The model, with its prominent nature of postmodernism, is discussed. Strengths and weaknesses of the model are also analysed. The author also makes a comparison of the two models, explaining why the latter is preferable to the first in laying the foundation of school curriculum in the coming century.
In the concluding section, recent curriculum initiatives in Hong Kong are described. There is discussion on the merits and limitations of The Target Oriented Curriculum. Then the new curriculum framework and its features are described leading to discussion on the implications for the Hong Kong curriculum. It is stressed that key concepts of postmodernism need to be taken into consideration so that the quality of education can be improved.
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

The rationale for this study is that students' views on their own learning play an integral part in their educational journeys. Students' voice has been gaining recognition as a vehicle for cultivating ownership of learning, restoring classroom dialogue, and developing strategies for school improvement. These benefits echo the pedagogical purposes of drama education. This study examines how a group of primary students in Hong Kong relate drama pedagogy to their learning in two curriculum subjects: Chinese Language and General Studies. Working with a group of primary students introduced to drama as a medium of learning for the first time, the researcher seeks to find out what aspects of the drama programme is seen by the students as pertinent to their learning in these subjects. The students generally found the Process Drama units more closely related to the learning in General Studies than Chinese Language. Factors influencing their views include the learning focus of the Process Drama work, students' beliefs about learning in these two school subjects, and the pedagogical approaches previously adopted in their school.
[Copyright of Research in Drama Education: The Journal of Applied Theatre and Performance is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/13569780902868770]

This paper examines the processes of implementing curriculum reform in schools. Specifically, it investigates how schools learn lessons from previous experiences of reform and apply them when challenged by new reforms. The context for this study is Hong Kong's New Secondary School Curriculum (NSSC), with particular reference to the subject of English Language. Research into the enactment of change over the last decade tells a story of weak leadership and management by policy makers, schools leaders and teachers. Key areas of weakness - poor management of change by school leaders, teachers' lack of understanding of the changes, and weak teacher collaboration - were pinpointed as reasons for the dismal results of curriculum change. This study investigates whether these areas of weakness were also in the implementation of the NSSC. Data collection comprised semi-structured interviews in nine secondary schools. The study reveals that lessons had been learnt from the previous experiences of implementing reform, and suggests that the capacity of schools to learn from a historical perspective should be taken into account in curriculum planning.
[Copyright of Asia Pacific Journal of Education is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/02188791003722000]