本文旨在探討香港新高中通識教育科的校本課程由誰來決定。本研究在2010年的暑假進行，透過半結構性的訪談以探索不同中學發展通識課程所採取的策略。研究者發現校長在通識科的課程決策上佔主導地位，通識科主任才是正真的課程領導，而科任教師多扮演追隨者的角色。 This paper aims to explore the position of different stakeholders in the development of the New Senior Secondary curriculum of Liberal Studies. This research was conducted in the summer of 2010 to investigate the curriculum development strategies used by different schools. It is found that subject panel heads are the authentic curriculum leaders even though school principal is the core person who makes the final curriculum decisions in school. Teachers prefer to act as the followers and often play passive roles. Copyright © 2011 華東師範大學.

學校本位課程發展可說是近年課程改革範圍內一個重要議題。本文嘗試整理和探討有關學校本位課程發展的定義，以及探討不同的學校本位課程發展取向和模式。首先，文章探討課程發展、課程改進以至校本課程發展的意涵，此外，有關學校聚焦、學校為中心到學校為本課程發展的定義亦作探討。其次，文章初步探討中國內地、台灣和香港的校本課程發展脈絡。本文從技術－科學和非技術取向探討不同的校本課程發展取向與模式，尤其對史克北模式評析，以及非技術取向下的人文教育模式、協商課程模式、創作周期模式等。School-based curriculum development is an important agenda in the field of curriculum reform in recent years. This article attempts to consolidate and discuss various definitions related to school-based curriculum development as well as to discuss their different approaches and models. First, the article discusses the meaning of curriculum development, curriculum improvement and school-based curriculum development. Secondly, the definitions related to school-focused, school-centred as well as school-based curriculum development are explored. Moreover, the article initially discusses the contexts of school-based curriculum development in the Chinese Mainland, Taiwan and Hong Kong. The article also discusses different approaches and models of school-based curriculum development from both technical-scientific and non-technical perspectives, especially with regard to the critique of Skilbeck's model and elaboration of humanistic education model, negotiation curriculum model and authoring cycle model. Copyright © 2003 中華民國課程與教學學會.

This study forms part of a wider comparative research project investigating the mechanisms and outcomes of school-based curriculum (SBC) development in kindergartens between the two neighbouring cities of Hong Kong and Shenzhen, under the umbrella of ‘one country, two systems’. This comparison will help to clarify how sociocultural contexts may affect early childhood curriculum (ECC) innovations by comparing the kindergartens of socialist and capitalist China. Data are presented from qualitative case studies of four kindergartens—two in each city—corresponding to the three levels of curriculum analysis and comparison: intended curriculum, implemented curriculum and curriculum ideology. Comparative analyses revealed that the SBCs of the four cases were different but all tended to balance and integrate diverse approaches in terms of curricular and pedagogical practices. The commonalities of SBCs in Hong Kong and Shenzhen kindergartens were due to shared cultural values, propelled by both ‘modernization’ and Chinese traditions, while the unique characteristics of SBC practices in each society were shaped by different social contexts. The educational philosophy of progressivism has greatly influenced ECC innovations in the Chinese kindergartens to varying degrees and in different ways. Implications of this comparative study are also presented for future research and practice.
[Copyright of Journal of Curriculum Studies is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/00220272.2018.1428367]

Hong Kong has been considered as one of the world’s best performing school systems. Among the six factors attributing to the success of the educational system, three are related to decentralization of pedagogical decision-making and empowerment of school leadership and teachers. Teachers’ voices and their wisdom in decision-making processes in schools has become a prominent topic among policy makers and educators. In the last 40 years, international literature suggests that teacher leadership practices in school-based curriculum development (SBCD) as a form of school capacity building enhances teachers’ empowerment and their professional capabilities, which in turn may result in more effective student learning. This chapter reports a portion of the findings based on the interview data of a case study of school-based curriculum leadership in an elementary school in Hong Kong in 2007. The study adopted a design-based approach. Participating teachers engaged in cycles of planning the objectives of learning, experimenting on redesigning the lesson plans, and reflecting on practice lessons. Multiple data collection methods were adopted. Our findings show that a systematic approach in organizing curriculum development activities based on problem-solving approaches and a distributed leadership style among teachers can be effective in enhancing teacher learning in both curriculum leadership skills and powerful learning.

This study was designed to investigate the theory and practice of curriculum leadership within the tradition of school-based curriculum development. A case study methodology was used to evaluate the extent to which teacher engagement in curriculum decision making processes within a school-based structure of curriculum development had led to professional development. Evidence revealed positively that participating teachers had developed professionally through the process of planning, implementing and reflecting curriculum practice and innovation. However, the complexity of the structures and processes that were established for the implementation of the concept of teacher curriculum leadership needs further empirical and theoretical work. This article reports on the activities and preliminary findings in the first action cycle of the project, which focused on developing teacher leadership in curriculum theory and practice in the period September to December 2004.
[Copyright © 2006 James Nicholas Publishers.]

Deliberative mode of curriculum development has been hailed as one effective way of developing schoolbased curriculum. Its participatory, egalitarian and discursive characteristics have helped to generate the much-needed synergy and ownership feeling among the curriculum team members that lead to curriculum success. Nevertheless there is little such research in Hong Kong and thus very little is known as to the what, why and how in doing deliberative mode of curriculum development. Aims: This study intended to examine the patterns of curriculum development of a local primary school and how they had evolved over the span of four years. Method: The case school was selected due to its successful curriculum innovations over the years. Two site visits were made to the case school, one in 2003 and one in 2007. Eight teachers and the principal were interviewed and some lesson observations were made. Results: It was found that the success of the school's curriculum development pattern is similar to Decker Walker's 'naturalistic model' which is premised on the notion and practice of deliberation. It is also found that the school's ethos, organizational arrangements and professional relationships contribute to the success of the school's deliberative mode of curriculum development. Conclusion: With the knowledge gained in this study as to the what, why and how of doing a deliberative curriculum development, it is hoped that it will illuminate for local teachers, school administrators and school curriculum development personnel the kind of personal, organizational and social context in order that deliberative curriculum development can thrive and sustain.
[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Association is the property of Hong Kong Teachers' Association at http://www.hkta1934.org.hk/]

This study was originally designed to explore the impact of a distributed approach to developing curriculum leadership among schoolteachers. Previous papers have focused on reporting evidence of teacher learning in the process of engaging teachers in various types of curriculum decision-making in an innovation project based on interview data. This article reports a discourse analysis of the interactions based on the visual data in videotaped meetings between teachers in a Chinese curriculum development team and shows that teacher participation is constrained by the leadership styles of the positional leaders in the team in the second action cycle in the project. The mediational effects of the leadership styles invite policy-makers and school management to rethink the effectiveness of school-based approaches to curriculum development in enhancing teacher learning and development.
[Copyright of Curriculum Journal is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/09585176.2010.504577]

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

背景：香港教育改革著意鼓勵學校引用校本課程發展模式推行融合教育。
目的：本研究探討教師在發展校本融合課程所遇到的挑戰。
研究對象：參與香港教育學院舉辦的融合教育培訓課程的教師。
研究方法：包括訪問和問卷調查。
研究結果：本研究發現教師是與同級教師進行共同備課或通過校內課程發展組調適現行的課程；在設計和實施校本融合課程時，教師遇到的挑戰主要有：班內融合生的數量過多、教師缺乏相關的專業知識與能力、實施課程時因要配合課堂時間的編排而產生混亂、評估上的公平問題與及學校資源的不足。
總結：要面對校本融合課程發展的挑戰，參與的教師必須先行接受有關課程發展的培訓；學校也須委任融合教育的統籌教師，負責領導校本融合課程的發展；學校之間也須建立融合教育的網絡，讓教師互相支持和解難，從而有效地提升融合學生的學習。
Background: Education reform in Hong Kong emphasizes the use of school-based curriculum development mode to implement inclusive education.
Aims: To explore the challenges teachers had in developing school-based inclusive curriculum materials.
Sample: Those teachers who had been involved in the inclusive education programmes organized by the Hong Kong Institute of Education.
Methods: Interview and questionnaire survey.
Results: The results indicated that teachers prepared their lessons with those colleagues who were teaching at the same class levels or used the teaching materials already adapted by the School Curriculum Committees. The challenges teachers met in developing and implementing school-based inclusive curriculum materials mainly included: there were too many special need students in a class, teachers possessed inadequate relevant professional knowledge and skills, confusions caused by insufficient time arrangement in class in implementing the curriculum materials, the problem of unfairness in the use of assessment methods, and lack of resource support.
Conclusion: To face with these challenges, teachers should have prior training before they are involved in inclusive education. An inclusive education coordinator is needed. He/She should undertake the work of leading the development of inclusive education and monitoring the quality of inclusive curriculum in the school. Additionally, schools should develop inclusive education network through which teachers could support one another. The purpose is to ensure the effectiveness of inclusive education that

背景﹕培育學生的閱讀表現是香港教育改革的一個重點，課程發展議會於2002年把「從閱讀中學習」列為課程改革的四個關鍵項目之一。經過幾年來的努力，香港學生閱讀能力在「2006年學生能力國際評估計劃」，從2003年排名第十位躍升至名列第三位；而在「2006年全球學生閱讀能力進展研究」中，香港小四學生的閱讀能力在四十五個參與地區中，從2001年排名第十四位躍升至第二位。從這兩個於零七年底公佈的學生閱讀能力國際評比的報告中，反映香港中小學生閱讀表現是有提高的。
目的﹕香港學生閱讀能力的提昇是從何而來的呢？為了進一步瞭解當中的原因，本文將借用一所小學個案去解構學校改善學生閱讀表現的歷程，並嘗試分析有效影響學生閱讀提高的校本策略。
研究對象與方法﹕一所香港小學的學生、家長和教師對學生閱讀表現的量性資料，加上對校內學生和相關教師的深入訪談和相關的校內文件，勾劃出這所學校在過去幾年在提昇學生閱讀的經驗。
結果﹕研究發現該校把建構閱讀文化列為學校發展的閱讀項目，然後透過學校自評的理念，持續監控學校在推行閱讀的情況；該校除了創造更多的閱讀環境外，更引入集中閱讀和發展性閱讀等策略，加上在全校教師參與的情況下，學校在三年間確立了學生的閱讀習慣。
總結﹕透過這個個案研究法，把一所小學提昇學生閱讀的校本經驗外顯，讓人們瞭解香港校是怎樣實踐校本課程改革，說明香港學生閱讀表現的提昇，是不少學校和教師的努力耕耘的成果。
Background: One of the theme of educational reform is to improve the reading performance of pupils in Hong Kong. The Curriculum Development Council stated "to promote a reading culture" is one of the four key tasks of school curriculum reform on 2002. After several years, Hong Kong pupils have a better result in international assessments. In the Programme for International Student Assessment(PISA), Hong Kong pupils have a clear up from 10th in 2003 to3rd in 2006, Meanwhile, Progress in International Reading Literacy Study (PIRLS) 2006 finds that Primary 4 pupils in Hong Kong come second in reading literacy among 45 participating jurisdictions, up from 14th in 2001.
Aims: To investigate the improvement of pupil's reading by a case study and analysis the school-based strategies used.
Method: Beside the quantitative and qualitative data of a primary school, focus and in-depth interviews are used to triangular the reasons of the improvement of this primary school.
Results: The improvement of pupils' reading in this school causes from several reasons. The school utilize self-evaluation concept to regulate the pupils reading, create more opportunity for pupils' to read, adopt useful reading strategies for the school development.
Conclusion: The case illuminates the process of a school to improve pupils' reading performance and gives