背景：政府建議通識科列為必修，發表了課程及評估架構建議，引起很大的爭議。然而，通識科仍歷經三次諮詢定稿。
討論焦點：從政策層面和學校層面的角度，分析通識教育科課程的適切程度。
論點：從該科的基本理念來看，通識教育科適應全球和本地發展的趨勢、切合本土教育發展、引入社會議題、聯繫不同學科的知識，以及引入較新的學與教策略。然而，其原有通識科的銜接、知識基礎的問題、課程組織的問題、考試的文化、教與學的轉變和教師的專業培訓等方面，則仍與學校層面的脈絡格格不入。
總結：不同層面的持分者有自己的關注。通識教育科的設計者，必須掌握學校層面教師的關注和實施，否則該科的理念仍無法實現。
Background: The government proposed Liberal Studies as a core subject and issued the curriculum and assessment guide, which aroused controversial debate. Nevertheless, the subject was finalized after three consultative stages.
Focus of discussion: This paper attempts to analyze, from perspectives at societal and school levels, the appropriateness of Liberal Studies curriculum.
Arguments: This paper argues that the basic rationales of this subject suit the global and local development trends, local educational development, emphasis of social issues, trends in associating knowledge from various disciplines and using new strategies of teaching and learning. However, this subject is incongruent with school level context, as it is not in line with the original Liberal Studies, knowledge-base, curriculum organization, examination culture, teaching and learning traditions and teacher professional development in Hong Kong.
Conclusion: Stakeholders in different levels have different concerns. The curriculum designers need to learn the concern and implementation of teachers in school level. Or, the ideas in this subject could not be implemented.
[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/]

本文檢視香港特區一九九七年後首十年香港的課程改革發展歷史，並從教育質素、學習機會、學習多元，以及課程是否變為中央化等多元視角，加以討論。分析結果首先肯定香港的教育質素有提升。再揭示間接或直接提供學生學習的平等機會是受到質疑，不過，香港的教育成效均等情況滿意。第三項的多元化課程發展方面，核心課程雖有收窄，但在選修科目和應用學習，以致學習的形式和方法，課程改革確是意圖給學生提供多樣的學習機遇。第四項的課程改革中央化問題上，香港是出現中央化－校本化的互動。最後，本文指出推動或實踐課改工作，要小心謹慎，要考慮承受能力。
The paper reports the curriculum reform developmental history in the Hong Kong Special Administration Region since 1997 until 2007 by the multi-perspectives of education quality, learning opportunity, learning diversity, and the centralization of curriculum reform. The paper reveals firstly affirmed Hong Kong's education quality has been improved. Secondly, it reveals a question of fair learning opportunity and the learning equality is satisfied in Hong Kong. Thirdly, for the curriculum development, it reveals the numbers of core curriculum have been limited, however, there are choices of elective subjects and apply learning as well as learning approaches and methods been introduced by the reform. The curriculum reform has the good intention in providing learning diversity and opportunity for our students.
Finally, the paper points out the curriculum reform initiation and implementation must be careful and consider theaffordability of the educators to change.
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

第31期《現代教育通訊》對目標為本課程作了專題報導，並請了上述等學者寫了有關文章刊登在《通訊》上。這一系列的文章，是對香港在近年推行的目標為本課程進行探討，其中提及目標為本課程的演變過程、推行時所遇到的困難及可行的解決方法。

文章探討1993年開始推行的香港中六新課程在一所中學實施情況。研究結果整理到的積極因素包括教師的投入和合作、學校管理階層對改革目標的認同和支持；也反映了一些困難如教師的訓練問題、大專院校收生要求的反覆以及資源的限制等。