1990年代之後，香港因應主權回歸中國，教育局當局推動一系列的課程改革，其中最為受到矚目與關注點之一就是「價值教育」。首先，本文將從課程歷史文件中彙整香港價值教育的發展沿革，並討論價值教育在課程改革中的定位與角色；其次，本文也將檢視新一波課程改革如何重新修正價值教育理念與實施方向，討論價值教育改革的蛻變；最後，結合價值教育回顧後，從「課程設計理念」、「教學實踐」、「學習回饋」與「反思與批判」四個面向提出對於香港價值教育的反思。 Since the 1990s, because the sovereignty of Hong Kong has returned to China in 1997, the education authorities have promoted a series of curriculum reforms. One of the most particular attention was "values education". The primary purpose of this article is to reexamine the development of values education in Hong Kong based upon the context of curriculum reform. First of all, this article will shed light on the development of value education in Hong Kong on the basis of the analysis of curriculum documents, and also discuss the position and role of values education in curriculum reform. Secondly, this article will examine how the new curriculum reform will revise the concept and implementation direction of the values education, and discuss the transformation of values education. Finally, aligning with the reviews of values education, the reflection of the Hong Kong values education will focus on four aspects, including “the idea of curriculum design", "teaching practice", "learning feedback" and "reflection and criticism”. Copyright © 2018 香港教師中心.

採納宏觀視角回顧香港課程與學校改革的軌跡，力圖從改革內容切入，深入分析學校領導素質、學校轉型資本、校長角色、"教師中心"抑或"學生中心"等幾個關鍵問題。
[Copyright © 2012北京教育學院.]

背景： 香港教育局在2002/ 2003年開始在小學設置課程統籌主任職位，專職協助校長領導教師，推行課程改革。這計劃是華人社會乃至世界大部份國家的創舉。 目的： 本文以香港小學課程統籌主任為例，回顧課程領導在香港小學的發展，探析他們對學校發展和落實課程改革的影響、面對的困難和挑戰、及成功的經驗，並提出未來的發展方向。 評論： 課程統籌主任表示在執行職責時要扮演同儕、輔導員、倡導者、楷模和領導者等多種角色。研究進一步發現妨礙課程統籌主任工作的因素，可分為組織因素、校長和校內其他教師的支持與合作、學校整體推行改革的準備和個人限制。 總結：課程統籌主任在香港課程改革過程中發揮的作用漸見成效，更重要的是這計劃帶動了校內教師領導的發展，對學校整體發展有積極作用。不少研究都指出小學課程統籌主在履行職責時會遇到很多困難和挑戰，如何協助新任的小學課程統籌主任成功過渡為「合格」的課程領導，是急需解決的課題。文章總結了一些成功的條件，可以讓課程統籌主任和校長參考。
[Copyright © 2010 New Horizons in Education.]

Background: The "Primary school curriculum leadership" scheme was first introduced to Hong Kong primary schools by the Education Bureau in year 2002/03. An additional teaching post which was known as Primary Schoolmaster/Schoolmistress (Curriculum Development) – or PSM(CD), had been created to help the school head to lead internal curriculum development in primary school. This scheme was considered to be a pioneering initiative in Hong Kong as well as the Chinese culture societies.
Aims: The paper reviews the curriculum leadership development in Hong Kong primary schools by examining the impacts of the work of PSM(CD) on internal curriculum development and school development in the context of curriculum reform, the challenges and difficulties faced by the PSM(CD)s in discharging their responsibilities, their successful experiences, and provides implications for future development.
Comments: PSM(CD)s claimed that to carry out their responsibilities, they needed to perform different roles such as co-worker, mentor, innovator, role model, and leader. Furthermore, the most important factors that would hinder their work were school organizational factors, supports of school heads and colleagues, readiness of the school as a whole for change, and personal limitations.
Conclusion: This paper argues while some achievements had been made since the introduction of the PSM(CD) scheme, it is also worth our attention to note that this scheme promoted teacher leadership development at the school sites, which eventually contributed positive impacts on whole school development. On the other hand, it is noted that PSM(CD)s would encounter many difficulties and challenges in discharging their duties. There is urgent need to find out solutions to help the newly appointed PSM(CD)s to develop their competences and become a "successful" curriculum leader. This paper also concludes the successful criteria of the work of PSDM(CD) which should be a useful reference for the