The New Edition of the Chinese Language Curriculum was introduced in all secondary schools in September 2002 Major features of the reform cultivate the migration from a single model passage to a more holistic teaching unit, teaching focus has switched from just reading and writing to comprehensive aspects of speaking, reading, listening and writing While the role of a teacher has shifted from dominating to facilitating, the role of the students has shifted from a passive receptor to an active learner The aim of language teaching has changed from imparting language knowledge to cultivating generic skills As a whole, the New Edition of the Chinese Language Curriculum has extended the work scope of the teachers in their curriculum and teaching decision making For instance, they are able to adjust the course books according to the circumstances of the school Adjusting the course books or developing school specific teaching resources is a complicated task which requires co-operation and creative input of the teachers With this in mind, some schools have started the reform of the Chinese Language subject by allocating a common planning period, making room for the teachers to increase their opportunities in curriculum input and decision making The present research started in the second year after the introduction of the New Edition of the Chinese Language Curriculum By applying qualitative research methods, five schools were chosen as case studies, with the teachers of Secondary One as research target, to explore the state of teachers' participation in the curriculum decision making, to understand how the curriculum decisions were made within a subject team, and to investigate the factors influencing the decision making The data was collected via interviews, participatory observations and document analysis
The study reveals that at present, schools have not carried out any restructuring because of individual subject reforms The common planning period in certain schools