背景：廿一世紀開始香港進行教育改革，其中一項政策是發展校本課程。這項政策也引入中學中國語文新課程內，官方文件列明發展校本課程的理念及課程架構。
目的：本文旨在探討中文教師如何回應這項改革。
調查對象：本研究以有目的取樣的原則，選取三位教師，他們來自收生不同的學校，以學生學業水平分為第一、第二及第三組別。
調查方法：資料搜集包括半結構式訪談及課堂觀察。
調查結果：研究結果反映中央沒有足夠的支援協助教師發展校本課程。三位被訪教師均以其所持的信念應付這項政策：教師甲靠自己的力量帶領科組同事設計他們的校本課程，卻沒有跟從官方的框架；教師乙參加課程發展處籌辦的「種籽計畫」編選校本教材；教師丙依舊選用教科書教學，沒有理會這項政策。
總結：課程發展者必須加強對教師的支援，例如提供在職培訓課程改變教師的信念，並讓教師學習設計校本課程的知識及方法，還要安排課程發展主任到校協助發展校本課程。Background: School-based curriculum development (SBCD) is one of the strategies of the educational reform of Hong Kong launched in the 21st century. It is introduced in the new secondary Chinese language curriculum. The rationale and curriculum framework of SBCD are laid down in official documents.
Aims: This study aimed to reveal teachers' responses to this educational change.
Sample: Three teachers were selected as informants based on purposive sample. They came from schools namely band 1, 2 and 3, with different students' level of academic standard.
Method: Data were collected through semi-structured interviews and classroom observations.
Results: The results of this study found that support from central authorities to teachers had been insufficient. The three teachers were governed by their beliefs in coping with this policy requirement. Teacher A led his colleagues to design their own school-based curriculum without following the official framework. Teacher B took part in "seed project" organized by Curriculum Development Institute to develop teaching materials. Teacher C still adopted textbook for teaching as before and simply ignored the policy.
Conclusion: It is essential for curriculum developers to strengthen their support to teachers, such as providing in-service training programme for teachers to change their beliefs and acquire new knowledge and method to design school-based curriculum. Curriculum development officers should also visit schools regularly to assist with the development of school-based curriculum
