After about ten years' curriculum and teaching reforms in China and Hong Kong introduced to enhance student learning, what can we learn from the experience? This lecture will examine the directions and contexts of curriculum and teaching reforms in Hong Kong and China followed by discussion of their implementation. In conclusion, some propositions for sustainability of the success of curriculum and teaching reforms are advocated in the context of China and Hong Kong. Firstly, it is important to pay close attention to teachers' receptivity to, and their emotions towards curriculum and teaching reforms. Secondly, it is important to preserve the merits and essence of Chinese pedagogy and explore ways of assimilating it with those Western approaches to teaching and learning. Thirdly, it is essential to give more support to the professional development of principals and teachers, especially the promotion of professional learning communities in schools. Fourthly, it is essential to pay attention to teachers' workload by providing adequate resource support. Last but not least, in future curriculum and teaching reforms it is essential to explore ways of enhancing students' self-directed learning and socio-emotional learning.
[Copyright © 2011 The Hong Kong Institute of Education]

This paper aims to study the perception of primary curriculum implemented in Hong Kong through the views of school practitioners and how the gaps were closed through school practice. Parts of the data in this paper were collected through interviews with principals and teachers on their the views of achieving the aims of the Hong Kong primary education curriculum. Their practice and effort in achieving the aims in education is recorded and analyzed. They were asked to pinpoint professional areas which they thought teachers may have difficulties and hence a barrier for the improvement of quality education and achieving the educational aims. These include opinions on subject content and pedagogical knowledge for the primary school subject in Chinese and mathematics and in turns reflect the contents needed in teacher education program. The paper provides insight for future teacher education program development and primary schools to distinguish practice that could be used by them.
[Copyright © 2000 The Hong Kong Institute of Education.]

This paper advances the argument that 'cultures of learning' (Cortazzi and Jin, 1996) not only affect people's conceptions of teaching and learning – and therefore classroom practice – but may also impede curriculum reform, especially where little attempt is made at 'cultural synergy' (Cortazzi and Jin, 1995). The paper first examines the 'culture of learning' in Mainland China, since Hong Kong's overwhelmingly Chinese population is likely to share many of the expectations, values and attitudes identified here. The resulting language teaching is also briefly considered. Second, the paper reviews selected "Western" learning cultures and associated language teaching methodologies. Areas of similarity and difference are noted and a prediction attempted. The third part considers the 'culture of learning' in Hong Kong, an entity that is neither China nor Britain. This appears to possess a fundamentally Chinese 'culture of learning', much confused and confounded by factors that inevitably perhaps arise from its unique historical and international situation. After indicating, very briefly, these critical issues, the paper presents views from the literature which suggest that a lack of attention to and respect for cultural difference has impeded both curricular and language teaching reform. Supporting material from In-service assignments and reflections on lesson observations may also be touched on, if time permits.
[Copyright © 1999 Australian Curriculum Studies Association Inc.]

This chapter aims to construct a comprehensive framework for conceptualizing and analyzing the nature, scope, and issues of curriculum change and development so as to inform practice and policy-making. In the first part of the chapter, three important concepts, namely, globalization, localization, and individualization, are delineated and then operationalized for improving the relevancy and values of curriculum. The second part presents a new structure of curriculum effectiveness to conceptualize the complex, dynamic relationships among the various essential components of curriculum at the different stages of the teaching and learning processes. Further, some specific recommendations are proposed for studying, developing, and improving multi-level curriculum effectiveness. Finally, the chpater discusses and compares three approaches to developing teacher competence and conducting curriculum change. It is hoped that the comprehensive framework and related concepts are helpful to policy-making and curriculum change and development in Hong Kong and other parts of the world.
[Copyright © 2000 The Hong Kong Institute of Education.]

本文全面闡述了社會轉型期香港教育與課程改革所面臨的一系列重大問題。文章基於國際視野對當前香港課程改革的四個策略問題展開系統探討，這就是：提高教師與學生的“教育反思”水平；校本課程發展及專業文化發展的確立；課程改革與文化；歐洲后現代文化思潮的啟示。
[Copyright © 2001 華東師範大學出版社.]