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 .

The development of inclusive education practices have led to worldwide discussion of how best to deliver a more equal education apportunity for all. In Hong Kong this has led to the development of the concept of an inclusive curriculum for special schools. This paper looks at the implications of writing an inclusive curriculum that has common curriculum content for all pupils that is based on the State curriculum. Over a four year period, nine special schools for pupils of different designated disability collectively pooled their resources to work for one common curriculum goal. In doing so they discovered that the biggest challenge was to the teacher's hearts and minds. Over 130 teachers were involved in the project. It required a significant paradigm shift in the way the teachers thought both about what they taught and how they taught. It required a common team effort within and across each school. It was apparent that providing equal opportunity to raise standards of education for the all the pupils required the recognition that every teacher had to change their way of thinking, every teacher matters. 全納教育的發展及實踐已引發了全球性的討論，討論焦點為如何為所有學生提供平等教育機會的最佳方法。在香港，一個全納課程的概念正在特殊學校中發展。本文檢視這一套以中央課程為本及以課程內容適合所有學生的原則下發展的全納課程範式及其所涉及的問題。過去四年，九間收納不同弱能類別學生的特殊學校匯聚他們的資源，致力為達致同一課程目標工作。過程中，最大的挑戰來自教師的心能及熱誠。超過130位教師參與這個計劃。這計劃涉及一個重要的範式轉移，教師需要就教學內容及教學方法重新思考。這計劃亦需要學校共同努力。計劃顯示要達到為所有學生提供平等機會及提升教育水平的目的，每一位教師都需要改變他的思維方式︰一位教師都也不能少！
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ALL students, irrespective of their learning abilities and medical disabilities, should have access to the principles and practices of mainstream education. This is the guiding principle of equal opportunity in education that has been successfully promoted by the concept of inclusion. This paper identifies a diversity-based approach that requires special schools to look at their provision through the pedagogical, curriculum management and assessment procedures that apply to students of all levels of attainment. It provides a mainstream education perspective and not a special school education perspective. In 2006 a team of teachers from nine special schools in Hong Kong with the full range of classified learning difficulties joined a curriculum development Project called SAME and initiated the writing of one new common curriculum based on mainstream education. (The SAME Curriculum Project, 2008). Then in 2009 they wrote a form of continuous ipsative assessment to cover their common curriculum. The assessment tool called SCALE has been used for the past three years in the nine project schools to collect criteria (CASE, 2009). The results of this cross-school and within-school comparison of student attainment data provide for the first time, insight for schools to review their pattern of curriculum orientation and compare this with other schools with students of similar ability levels. Such information is crucial to inform school in curriculum management planning that will raise the level of student attainment. This paper explains how SCALE was written and explores the emerging data across schools to support yearly school review and planning; it explores the emerging data within school for classes; and it explores the emerging data to support teacher's practices with individual students. 平等教育機會及融合教育的主導原則是所有學生，不管他的學習能力及殘疾為何，應有機會透過主流教育的原則及方法進行學習。本文介紹一種以學習差異為本的教學方法，要求特殊學校透過一種適合所有能力水平學生的課程管理，評估程序及教學方式去檢視學校的教與學，同時以主流教育的視野作為設計的基礎。2006年一群來自九間特殊學校的老師，當中包括不同弱能類別及不用程度學習困難的學生，參加了一個名為融通計劃

This study attempts to explore the implementation of the New Senior Secondary (NSS) music curriculum and senior secondary school music teachers’ perceptions towards the NSS music curriculum in developing students’ creativity. In Hong Kong education reform, the necessity of developing students’ creativity was emphasized and “developing students’ creativity” was addressed as one of the four learning targets of music education. As the last step of Hong Kong education reform, senior secondary curriculum reform has been implemented in 2009. Compared with the previous senior secondary music curriculum, the NSS music curriculum contains more diversified teaching contents and assessment methods. Besides, since senior secondary students who select music as one of their elective subjects have to participate in a public examination, and the results directly related to whether they can be accepted by universities, senior secondary music teachers who are undertaking to teach the NSS music lessons are under a pressure of assisting students to get a positive result in the public examination. Under this circumstance, to what extent the learning target “developing students’ creativity” can be achieved through undertaking the NSS music should be further studied. In this study, seven in-service senior secondary music teachers were invited to share their arrangements of offering the NSS music and their perceptions towards the NSS music curriculum in developing students’ creativity. Since “Creating” was stated as the most effective module in developing students’ creativity in the NSS music curriculum guide, music teachers’ teaching practice for teaching the “Creating” part was asked particularly. Findings indicate that 1) the NSS music was only offered by a few of senior secondary schools; 2) most of the interviewees displayed a positive attitude towards the importance of creativity; and 3) most of the interviewees considered that students’ creativity cannot be significantly developed through

Mother tongue language (MTL) curriculum is core to school education in most countries/regions' school curriculum. Through mother tongue language learning, students are expected to enhance their understanding of the nation's culture and foster the sense of cultural and ethnic identity. However, MTL education in Hong Kong is complicated by the colonial history. This study examines Hong Kong Chinese language teachers' perceptions of MTL education, and the implication on MTL curriculum development. The questionnaire was administrated to 97 teachers, and interviews were carried out on 17 teachers. Usually, MTL is both the tool with which knowledge and skills are taught and learned and the vehicle for students to learn about the traditions of the countries' literature and culture. In Hong Kong, 95% of the population is of Chinese descent. Traditionally, education in China was a mixture of philosophy, history, politics and literacy. Chinese as an MTL subject in pre-colonial Hong Kong has always been assigned the mission of developing students' cultural identity in addition to the development of linguistic proficiency. During the colonial period, the Chinese Language curriculum shifted to be more language skills based with less emphasis on Chinese culture and moral education. After the sovereignty of Hong Kong was returned to China in 1997, although a new curriculum was implemented in 2002, teaching and learning in school as well as public examinations seem to be remaining language skills oriented instead of culturally based. This deviation from the trend of both Chinese traditional education and global mother tongue language education makes some Chinese language teachers feel confused. In addition, there is comment that in general Hong Kong students' Chinese language proficiency is becoming weaker and weaker in recent years. Thus, effectiveness of the skills oriented language curriculum has come under question. How a language teacher views the aims and objectives of the language

The book aims to explore distributed leadership in developing curriculum innovations in schools with a target of bringing about theoretical underpinnings in the West with the empirical studies and practices in the East. It examines theoretically the roots of the curriculum leadership studies and practically with the empirical data and case studies in Hong Kong which has been considered a melting pot of the Western concepts and innovations in a land of Eastern cultures. The examination is framed within theoretical frameworks of activity theories, discourse analysis and social network systems. The findings will show the impact of the cultural traditions of Eastern countries in the mediation of the direction of the discourses in teacher meetings and the effectiveness of decision making in the processes of developing school based curriculum leadership. The book is theoretically exploratory with practically examined practices for educational leaders like schools headers and department leaders as well as teachers who aim at asserting greater influence in the educational decision making processes. Topics discussed in the book include: • Curriculum leadership functions and patterns of leadership distribution • Engaging teachers in reflective practice: tensions between ideological orientations and pragmatic considerations • Models of distributed leadership: focus, development and future • Initiating, designing and enacting curriculum innovations: procedures and processes This book will appeal to researchers interested in Curriculum Studies, School leadership and comparative education. Those who studies the theory of education and Asian education will also find this book valuable.
[Copyright © 2017 Edmond Hau-fai Law.]

Purpose: The purpose of this paper is to analyze the complex, intricate relationships between the central (intended) curriculum, teachers’ perceived curriculums, and the enacted/assessed curriculum in classroom contexts. To do this, the authors have used Hong Kong’s new core senior-secondary liberal studies (LS) curriculum as a case study, with a special focus on its key pedagogical component – inquiry teaching/learning. Design/methodology/approach: This study’s objects are two teachers (from two local schools), each with a LS teacher’s education. Documentary analysis, lesson observation, and focus interviews were used to triangulate data for interpretation and analysis. Findings: The findings illuminate: how LS teachers’ perceptions of inquiry teaching/learning relate to and align with the advocacy embodied in the intended curriculum, the relationships between teachers’ perceptions and practices of inquiry learning and teaching, and how this aspect of the intended curriculum reform can be made more relevant to the classroom context. Originality/value: This paper contributes to the under-researched area of curriculum gaps and (mis)alignments in Hong Kong’s LS curriculum reform.
[Copyright © 2017 Emerald Publishing Limited.]