This colloquium addresses the issue of the effectiveness of content teaching and learning through English in Hong Kong secondary schools in the context of the current moves to change the eligibility of schools to adopt English as their medium of instruction. It brings together some recent classroom-based research and development on teaching and learning through English in Hong Kong secondary schools in order to promote debate as to how this can be improved. Cummins will present an overview of the value of integrating second language and content learning. Kong and Hoare will focus on the use of English by teachers and students in the local English medium classrooms, based on data drawn from two studies on teacher explanations and student writing. Man will discuss some adaption issues of Secondary 1 English medium students switching from Chinese medium primary schools and will examine some support measures for their content learning. Walker will report on some of the difficulties students face using English for content learning in S4 and the role of an enrichment programme in supporting them. The colloquium will include an extended time for discussion on ways forward in English medium teaching and learning.

一、研究背景 香港課程發展議會在2001年6月發表《學會學習──課程發展路向》，指出「只要符合中央課程架構的要求，學校可有彈性制定校本課程，以切合學生需要」(ii頁)。枚本課程是課程發展議會訂定的基本方向。但這只是一個發展的方向和原則，並沒有具體的操作方法。課程發展議會後來編了《學校課程發展示例》(2001年6月)，在「如何組織校本中國語文課程 (中一至中三)」中提供操作的要點 (5頁)，更建構了「中一至中三級課程單元組織不例」(6頁)，但這些示例有很多不足。因此，我們有必要合理、有序地建構校本語文課程的方法。 香港教育學院為配合課改的發展，開設「校本語文課程與教材發展」一科，以培養教師能因應實際的情況，規劃學校為本的語文科課程，本文為有關課程提供教學參考。 二、研究目的 本文主要落實教改與課改的路向，為教師規劃校本語文課程提供參考。同時，補充課程發展議會編《學校課程發展示例》(2001年6月)「中一至中三級課程單元組織示例」的不足，讓教師掌握建構校本語文課程的方法，自行設計多樣化的校本語文課程；或讓教師有能力「用」市面上的七套教材，而不再是「教」這些教材。有建構校本課程中，可以提升教師專業技能；培養教師的團隊精神；減低中央課程與學校課程的差距。 三、研究方法 根據斯基爾背克 (Skilbeck) 校本課程的理性互動模式 (rational interactive mode) 發展步驟，包括分析情境，準備目標，建構方案，解釋與實施，追蹤與重建。建構校本語文課程的組織方法焦點是放在準備目標及建構方案上。 四、理論依據 本文運用系統論、認知心理、學科論、能力結構論和課程論等觀點，科學地建構校本語文課程的方法。 五、校本語文課程的組織初探 校本課程也稱 “學校本位課程” 或 “學校自編課程”。一般來說，校本課程指聿學生所在學校的教師自行編制、實施和評價的課程。某一類學校或某一級學校的個別教師、部分教師或全部教師，根據國家制家的教育目的、目標，在分析本校外部和內部環境的基礎上，針對本校、本年級或本班級特定的學生群體，編制、實施和評價的課程。校本課程編制的依據是學生個別差異理論。校本課程，近年來在中國大陸、香港特區、臺灣地區，都引起了高度的重視。 香港大部分學校均採用課程發展議會建議的課程，教育署也鼓勵教師根據學校本身的情況和條件，將中央課程適當裁剪成校本課程。各學校教師可配合課程發展議會所編寫的課程綱要或指引，按學生的不同需要、能力及興趣，設計某些課程。 根據斯基爾背克 (Skilbeck) 校本課程的理性互動模式 (rational interactive mode) 發展步驟，本文的焦點主要放在準備目標及建構方案上。在「準備目標」方面，準備的程序包括：1. 認知心理，2. 學科論，3. 語文能力結構。在「建構方案」方面，建構的程序包括：1. 建構校本語文課程編選體系的指導思想，2. 制定能力訓練單元，3. 設計不同能力訓練型的編選體系，4. 課程理論。最後建構「讀寫結合，帶動聽說」的初中語文課程編選體系架構示例和設計單元教學、進度及課堂結構的示例。

The importance of school-institute partnerships for professional development is widely acknowledged by many studies. Through partnership, tertiary institutions can gain access to schools’ teaching practices, while schools can gain new ideas and knowledge. Such collaboration not only ensures teacher development but also makes action research feasible, which in turn promotes teaching and learning effectiveness in schools. The resultant school improvement is notable in the achievement of high quality education in Hong Kong. This chapter describes the successful experience of building a professional partnership in staff development between The Hong Kong Institute of Education and the Shanghai School for the Blind. Although there are dissimilarities in terms of vision, mission and target students between the two partners, the collaborative arrangement was found to be workable as a result of the explicit aims and shared goals. The experience gained in the partnership was meaningful and productive. Sharing responsibilities between partners not only minimized misunderstandings but also maximized the sense of involvement and contribution of the partners. The conclusion highlights the essential elements of a successful partnership, that is, mutuality, trust and reciprocal benefit (Anderson & Cheung, 1999; Fullan, Erskine-Cullen, & Watson, 1995; Goodlad, 1985; Osguthorpe, Harris, Black, Cutler, & Harris, 1995).
[Copyright © 2004 The Chinese University Press, Hong Kong Institute of Educational Research.]