當前，在學校教育中環境教育日益受到重視。環境教育旨在讓學生認識環境、在環境中學習、關心環境。香港的《學校環境教育指引》確定了學校環境教育的目標，學校的正規課程和非正規課程均在環境教育中扮演重要角色。澳門教育司成人署積極組織各種環境教育活動，澳門教師對推行學校環境教育的目標和方向表示同意。進一步推動環境教育，應該強化持續發展的概念，在課程與教學上處理好地方環境教育與國情環境教育的關係，加強港澳地區與國內外同行的交流。 Copyright © 1997 首都師範大學學報編輯部.

課程實施是課程改革取得成功的關鍵因素之一。本文試圖透過目標為本課程這個案例，從改革特性、整體策略、教師發展、資源提供、學校行政和教師文化等幾方面，剖析影響香港課程實施的諸多因素。研究表明，雖然政府已經意識到課程實施的重要性，並採取了一些相應措施，但是許多不利因素依然存在。因此，此項改革的課堂實施情況，與改革的理想之間，還存在巨大的反差。目標為本課程，遠非一項成功的改革。 Copyright © 2006 華東師範大學.

成功的教育變革，取決於多種因素，包括：變革的規模和複雜性適中，易於操作；變革的策略是民主的、問題解決式的；通過各種靈活的方式發展教師的知識和信念；教師能夠從變革中獲取利益；學校行政的支持和教師文化的配合。成功變革的指標，應該是該項變革制度化、持續化，整合成為學校的常規。 Copyright © 2002 華南師範大學.

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.

“新農村學習型學校社區建設工程”是一項由政府、大學與非政府組織、學校與社區、城市與農村共同參與的大型夥伴協作項目。該項目的實施採用了一種演化漸進的取向，參與各方對目標的詮釋各有側重。從變革實施的“忠實觀”和“調適觀”兩種觀點來看，該項目取得了一定的成效。今後同類項目的實施可考慮在學校領導、社會參與及評價方法等方面做出改進。 "The Construction of New Village Learning School and Community" is a large-scale project which involves the partnership between local government, a local university and a non-government organization from Hong Kong, the school and the community, the city and the village. The implementation of this project is featured by an evolutionary orientation allowing local adaptation. Participants of various parties have different emphases about the goals of this project. From the two perspectives of change implementation, i.e., fidelity and adaptation, this project brings a lot of changes to local schools and communities. In future, the school leadership, social participation and evaluation strategies could be improved to facilitate the implementation of similar projects. Copyright © 2010 西北師範大學.

香港學前教育機構和學前教育課程都在不斷發展，學前教師入職資格在不斷提高，政府資助也在增加。對香港業內人士的訪談研究表明，有效能的幼稚園校長的特徵應是“有遠見，有領導與管理才能”“具有專業的知識與能力”“知人善任，處事公正”“富有愛心和同情心、對幼兒教育事業具有責任感和使命感”“擅長人際溝通與交往”；有效能的幼兒教師的特徵應是“對幼兒有愛心，熱愛幼兒教育事業，對幼兒教育事業具有責任感和使命感”“具有專業的知識與能力”“主動、持續的學習與反思”“能夠團隊合作，掌握人際交往與溝通技能”。香港學前教師教育的質量亟待提高。 The instructions and curriculum of Hong Kong’s preschool education are developing and the requirements for preschool teachers and the government’s investment are increasing. It has been agreed that efficient kindergarten leaders and teachers should have relevant attitudes and abilities to kindergarten education. The quality of Hong Kong’s preschool education still needs to be improved. Copyright © 2007 長沙師範學校.

香港中文大學學習借鑒美國經驗，在提高學校教育質量、人才素質培養方面，大膽地進行了與傳統學校教育相佐的改革嘗試——推行《躍進學校計劃》。她將教育置於社會大背景下，融學校教育、家庭教育、社會教育於一體；充分發揮大學對中小學教育質量的促進作用。這種合作夥伴關係貫通大中小學校，延至社區，並與國外攜手形成立體合作網絡，拓寬了“教育”的視野，使得教育更富有成效。《躍進學校計劃》對教育改革頗有啟發。 Copyright © 1998 上海市教育科學研究院; 上海市高等教育學會.

新世紀以來，中國內地和香港都啟動了大規模的課程改革，對教師發展和教師教育提出了新的要求。基於對教師發展與教師教育之間關係的分析，文章指出了二者未來的發展方向，即發展中小學—大學夥伴協作關係，建立教師教育發展網絡，促進多元化的教師發展和教師教育，以及深化教師與教師教育工作者的實踐探究與反思。 The large-scale curriculum reform in the new century puts forward new requirements on teacher development and teacher education in Mainland China and Hong Kong SAR. Based on the analysis of the relationships between teacher development and teacher education, this paper suggests four directions for their future development: developing school-university partnerships; establishing the networks of teacher education and teacher development, facilitating diversified approaches to teacher development and teacher education; and improving the practical inquiry and reflection of teachers and teacher educators. Copyright © 2009 西北師範大學.

學校本位課程發展可說是近年課程改革範圍內一個重要議題。本文嘗試整理和探討有關學校本位課程發展的定義，以及探討不同的學校本位課程發展取向和模式。首先，文章探討課程發展、課程改進以至校本課程發展的意涵，此外，有關學校聚焦、學校為中心到學校為本課程發展的定義亦作探討。其次，文章初步探討中國內地、台灣和香港的校本課程發展脈絡。本文從技術－科學和非技術取向探討不同的校本課程發展取向與模式，尤其對史克北模式評析，以及非技術取向下的人文教育模式、協商課程模式、創作周期模式等。School-based curriculum development is an important agenda in the field of curriculum reform in recent years. This article attempts to consolidate and discuss various definitions related to school-based curriculum development as well as to discuss their different approaches and models. First, the article discusses the meaning of curriculum development, curriculum improvement and school-based curriculum development. Secondly, the definitions related to school-focused, school-centred as well as school-based curriculum development are explored. Moreover, the article initially discusses the contexts of school-based curriculum development in the Chinese Mainland, Taiwan and Hong Kong. The article also discusses different approaches and models of school-based curriculum development from both technical-scientific and non-technical perspectives, especially with regard to the critique of Skilbeck's model and elaboration of humanistic education model, negotiation curriculum model and authoring cycle model. Copyright © 2003 中華民國課程與教學學會.