IB課程中的漢語教學是國際漢語教學多樣化類別中的一個分支。在教學理念、教學方法、評估考核等方面，IB漢語教學均體現了IB的核心理念和特質，這對IB漢語師資的培訓提出了更高的目標和要求。本文結合IB課程理念及漢語作為第二語言教學理論，以香港教育大學漢語師資培訓課程作為個案，探索IB漢語師資培訓課程的任務和發展方向，為國際漢語教學的課程發展和師資培訓提供參考。 International Baccalaureate (IB) Chinese curriculum is a branch of the diversified international Chinese teaching. IB Chinese teaching should reflect the IB core concepts and attributes in teaching philosophy, teaching methods and assessment. This sets higher goals and requirements for the Chinese teaching training programme. Incorporating the concepts of IB and the theory of CSL teaching, this paper explores the mission and development direction of the IB Chinese teacher training programme by sharing the experience in The Education University of Hong Kong. Copyright © 2021 北京語言大學.

香港的教育及課程改革要求學校進行各層面的變化去配合社會需要，主流及特殊學校都積極在主流的基礎課程上進行學校本位課程發展的工作，校本課程發展無可避免為學校執行「個別化教育計劃」帶來了有系統的改變；學校亦要進行有步驟的教師培訓去提升教師的專業能力及賦權教師推動校本課程及對特殊教育需要的支援。本文描述兩間收取中度智障學生的特殊學校，如何按部就班地重整課程及發展學習階段性課程為本的基線評估去匡監察學生進度。其中並討論所涉及以行動取向研究歷程的各種改變元素，從而確立了一整個實施課程及「個別化教育計劃」的行政體系，使未來的檢視及發展工作有一個清晰的流程及行政管理系統去跟進，是值得持續推動及推廣的一個特殊學校發展系統，並提出對校本及中央課程發展政策的一些反思及啟示。 With the urge for school changes to meet the new societal demands by both the education and curriculum reform in Hong Kong, both mainstream and special schools are active in adopting the mainstream curriculum as the basis for their school-based development. School-based curriculum development will inevitably call for systemic changes on the implementation of the Individualised Education Program (IEP) of the students with special educational needs within these schools. Coupled with these changes will be the need for stepwise professional development to empower teachers with the professional competence to implement both the school-based curriculum and support measures for special needs. The paper provides an account of the process through which two special schools for moderately mentally handicapped children restructured their school curriculun and developed key stage wise and curriculum-based baseline assessment procedures for monitoring the progress of learning of their students. The various elements being involved with the school-based curriculum development process using action-oriented research as the guiding approach for its development were discussed. The project generated a clear flow process for implementing IEP and a comprehensive administrative system for further follow up and evaluation of the curriculum development process. Implications for further development work on school-based curriculum and the policy for central curriculum framework to support special needs were discussed.
[Copyright of 香港特殊教育論壇 is the property of 香港特殊教育學會有限公司. Full article may be available at the publisher's website:
https://sites.google.com/a/seshk.org.hk

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

隨著97回歸，普通話科成為香港中小學核心科目。世紀之交，語文課程重組，中、普兩科同被納入「中國語文教育學習領域」，「普通話教中文」更訂為語文課程的長遠發展目標。在「普教中」情境下，中、普兩科內容的重合更形突顯。除了聽、說範疇的教學目標和重點相若，兩科的朗讀訓練及拼音學習也難以明確分工和配合。本文從語文課程發展和規劃的層面出發，探討普通話科在這過渡期間，可以如何回應教學形勢的需要，在新階段的語文課程中有效蛻變和重生。
[Copyright © 2017 中華書局(香港)有限公司.]

為回應日益嚴重的環境污染問題，以及國際社會就環境教育的倡議，內地、台灣及香港皆就學校課程提出改革，以培養下一代對保育環境的意向和識見。本文將簡述三地環境教育課程的發展歷史，以及重點檢視目前香港在推行環境教育時所面對的挑戰，從而啟示環境教育教師培訓的發展方向。
[Copyright © 2011 HKIEd APFSLT.]

本文從三種不同課程實施的取向，討論通識教育科的現況和發展。在課程實施的過程中，學校和教師偏向以相互調適取向實施通識教育科課程，並以不同的單元設計和教學方式進行，當中發現種種挑戰。本文建議，未來的課程實施宜邁向創生取向（或稱締造取向）。
[© 香港教師中心，2013.]

香港教育當局制訂了循序漸進的進程 (十年計畫)，逐步實施課程改革策略。由2001/02至2005/06為短期目標，2006/07至2010/11為長期目標。要完成第一階段的短期目標，學校須檢視其現有定位，按本身的步伐，調適中央課程，配合學生的需要和興趣、學校的情境、教師的準備狀況和校長的領導，擬定課程發展計畫 (包括教學法、課本、學習資源和評估策略)。基準綫是透過四個關鍵項目 (德育及公民教育、從閱讀中學習、專題研習和運用資訊科技進行互動學習) 推動學會學習，並提升八個主要學習領域裡的學與教，包括把三個共通能力 (批判思考、創意和溝通)，及五個價值目標，融合於學習領域的學與教中。預期到了2006年，所有學校都將準備就緒，運用其專業自主的能力，就諸如選材、內容、靈活運用時間和全方位學習等事項，在課程發展議會推薦的課程指引與校本課程發展之間取得平衡。 本文報告一項對促進與妨礙香港課程改革的因素的全港性中期評估調查研究；研究發現，學校發展津貼、團隊協作文化、校長的領導和支持及學科教師對課改的認識和支持，都有助香港教育局推行課改。同時，研究也顯示，前線教師的工作量、學科教師對課改的認識和支持不足、改革過於繁急及學生的學習差異，都是妨礙推行課改的重要因素。研究員建議香港教育局應為教師開發更多空間，減輕工作負荷；加強專業發展課程，配合教師的特殊需要；提供充足資源，照顧學生學習差異；加強管理層與前線教師的溝通；和加強前線教師對課程改革理念的認知。

課堂學習研究是一種校本行動研究，主要由同科同級的教師針對學生的學習難點，以變易理論為指導設計教學方案，並由不同教師輪流施教、檢討教學成效並提出改善方案。課堂學習研究不但有助於教師的專業發展和提升，而且還利於推動校本課程的開發，包括加深教師對學生學習情況的了解，對現有教學內容和教材進行客觀驗證和有效調整以及激勵教師開發和嘗試新的教學方法和策略。