小班教育改革為香港帶來了人本的教育思想。但是，教師在實施教改的過程中會遇到不少阻礙，專業發展未必能順利進行。本文介紹一間香港學校如何運用人本校本管理，以教師為本的持續專業發展模式，深化小班教育改革的影響。

教育統籌委員會第七號報告書為推動「優質學校教育」提出了不少的建議，包括確立質素保證架構，透過校本管理加強學校各主要成員的合作，以及推行學校自我評估來保證各校本身的質素。為了支援本港小學更好的發展校本評估機制，香港初等教育研究學會於2001-2002 年得到地區教師專業交流計劃的支持，與教育署合辦一個小學校本評估支援計劃，為了更好地推廣及利用上述的成果，香港初等教育研究學會又得到地區教師專業交流計劃的支持，於2002 年10 月至2003 年9 月推行「小學學校自我評估的行動研究與分享」計劃。是項計劃一共接納了九間學校參與，此論文將分享其中的實踐經驗及就學校自我評估提出一些推行建議。
The Education Commission Report No. 7 suggests focus on ways to improve school management and performance towards the provision of quality school education to better meet the needs of pupils. Internal quality assurance should be achieved through school-based management, participation of parents and teachers, and self-evaluation by schools. The Hong Kong Primary Education Research Association carries out a plan: Support Scheme for School-based Evaluation of Primary school to assist primary schools to develop their own school-based evaluation plans in 2001.Then the HKPERA gain another project: Sharing and Action research on School Selfevaluation in Primary School which is funded by District Teacher Network. This article aims to share the experience within nine participating schools and suggest ways for the implementing of self-evaluation in schools.
[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/]

背景：近年教育改革成為世界各地廣泛關注的公共政策議題，而各地教育改革的經驗更是值得詳加比較與研究，以作為相互參照之用。
目的或討論焦點：本文把分析及討論之重心聚焦在教育改革過去20 年在香港的發展經過、主要改革措施，以及教改的矛盾和影響之上。
論點/評論/建議：全文共分四部分。第一部分概括地回顧香港教育改革自20 世紀80 年代的發展背景與演變狀況；第二部分則集中探討教育改革的主要內容，特別關注學制、學校管理、質素評鑑、教師專業及辦學模式等方面的轉變；第三部分分析及討論該等改革措施的影響及啟示；最後為總結部分。
總結：本文著重指出，近年香港教育改革明顯受到其他地區所進行之改革所影響，與海外地區相似的是教育質素指標化、權力下放與集權同時出現，以及商業化或市場化等。這些因素都深刻地影響著教育工作者的工作。
Background: Recently, education reform has been a focus of public policy discussion. It is valuable to compare the education reforms in different places in order to reach a deeper understanding of the reform in a particular place.
Aims or focus of discussion: The purpose of this paper is to review and analyze the process, major measures and changes over time in relation to education reform in Hong Kong. It also examines the problems and impacts involved.
Arguments / comments / suggestions: The paper is divided into 4 parts: (1) a review of education reforms since the 1980s; (2) the major measures adopted, particularly those related to the education system, school management, quality assessment, teacher professionalism and the school system; (3) a discussion on the impacts of these reform measures; and (4) conclusion.
Conclusion: This paper points out that the Hong Kong education reforms, being affected by experience elsewhere, are dominated with several features, such as the stress on quantifying education quality, the simultaneity of evolution and centralization, and the education marketization, which are all important factors that affect the teaching life of ordinary Hong Kong teachers.
[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/]