幼兒教育素被視為終身學習與全人發展的一個重要基礎，它的重要性亦在香港的教育改革中被認定。為了確保幼稚園的課程質素，教育局等政府部門印製了不同的文件以供老師參考，這些課程文件反映出政府對幼稚園課程的期望在這些年來是一致的。本文分為兩個部分，並嘗試從三種廣義的課程觀去分析上述文件：第一部分是以經典的泰勒式課程觀去分析；第二部分是以施瓦布的實用性課程觀去討論。最後，我們將從批判的視角出發評論這些文件。
Early childhood education has long been recognised globally and locally as significant in laying the foundations for lifelong learning and all-round personal development. The same recognition is prominent in the education reform proposals of Hong Kong. To facilitate kindergarten teachers to design quality curricula, several government bodies issued curriculum related documents to serve teachers as guidelines. A study of these government-published materials reveals a degree of consistency among them in terms of what the government expects of the kindergarten curriculum, despite the fact that their publication spans the two decades 1984 to 2006. This paper, divided into two parts, attempts to analyse the aforementioned documents from three broad, multiple curriculum perspectives. The first part will cover the categories and questions inherent in a Tylerian perspective. The second part will cover the notion of Schwab's practical perspective and associated curricular "commonplaces" (teacher, student, subject matter and milieus) (Reid, 2006), which address related pedagogical questions such as what, when, how, why, to whom, and by whom (Heydon & Wang, 2006). Finally, we shall offer some comments from critical perspectives.
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

香港推行母語教學已有十年，在這十年中，它始終是香港教育界備受爭議的話題。本文概述了十年來香港母語教學改革政策的變化，各方的意見以及其成效。同時本文反思了香港母語教學政策的推行所出現的問題以及其原因。
The adoption of native language as a medium of instruction has been implemented in the past decade. However, the policy remained to be controversial. In this article, the author attempts to reflect the change of the policy and its effects.
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

在上個世紀，香港在職教師培訓有五星期覆修和十六星期的語文教師在職進修課程，除了這些系統培訓外，各校也會舉辦一些校本教師講座及由民間教育團體舉辦新教師入職課程。回顧香港在職教師在過去十年的發展，政府首先對在職教師的學歷資格及專業發展日益重視；及後在課程改革的環境下，不少學校近年以共同備課和同儕觀課來促進教師專業的提高。近年，教育當局又大力推動教學啟導培訓和在職教師專業交流活動；同時，又有專業團體為在職教師提供較重實踐性的培訓課程。從這些不同的教師在職培訓項目的特色，可見香港在職教師專業培訓在過往十年有長足的發展。
In last century, there are three types of professional development of in-service teachers in Hong Kong. The most systemic type is the five-week refreshment training programme and sixteen-week language teacher enhancement programme, while some professional organizations run on induction programme for new teachers in every summer and many schools run school-based seminar for their teachers. In last decade, government pays more attention in the qualification and professional development of in-service teachers in the beginning. Later in the context of curriculum reform, many schools upgrade teacher professional performance by co-planning and peer-observation. Recently, EDB implement mentorship courses to support new teachers and promote professional exchange activities for inservice teachers. Meanwhile, Some professional organizations provide training programme which have more focus on action learning for teachers. This paper describes the situation of professional development of in-service teachers in last decade and discusses the special features of these in-service teacher training programmes.
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

本文透過檢視香港的教學語言政策制定及執行背後所奉行的理性依據，指出其立論的局限性。有別於語言只是傳遞訊息的工具之觀點，筆者指出學習和語言與公民參與和身份建構等教育原則的密切關係，並藉此檢視香港的教學語言政策在過去二十多年來，不論在政策的制定取向和執行方法，和其在教育及對學習的認知上，有否展示出吸收新思維的能耐。
This paper attempts to revisit the rationale underlying the formation and implementation of the language policy in Hong Kong for the past twenty years or so. It is pointed out that the policy has not been well informed manifested by its approach in policy enactment and not being aware of the close relationship between language and learning and its implications for the importance of cultivating civic participation and identity construction during the schooling process. In virtue of this, this paper argues that the language policy in Hong Kong has been weak in its capacity to learn.
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「可持續發展」是近年社會關注的課題之一，也是未來環境教育的重要路向。本文建議一個宏觀的、社區為本的、行動取向輔以多元化教學策略的環境教育模式。這個模式可通過統合正規課程、非正規課程和非正式課程推動以「可持續發展」為路向的環境教育。本文也討論實施環境教育所面對的挑戰和機遇。 香港的環境問題漸趨惡化，大大影響我們的生活質素。根據柏蔚元、尼奧斯•斯坦(1999)的《邁向可持續發展？》一文，香港的空氣、水、土地的質量已開始遠離可持續發展的道路，進一步可能危害香港人的健康。行政長官董建華先生在一九九九年的施政報告《培育優秀人才 建設美好家園》提出要貫徹可持續發展原則，並打算成立「可持續發展委員會」（明報，2002），希望透過教育活動「以增強市民及學生的『可持續發展』意識。」董先生認為：「在二十一世紀將臨之際，我們面對的是兩個選擇：一是任由生活環境繼續惡化，以致大家身心受損，經濟發展不能持續；二是決意保護環境，務求經濟日益繁榮之餘，不斷提升生活質素，為自己和後代建設更美好的將來。我們的選擇應是很清楚的，生活富足與環境優美，絕對可以兼得，發展絕對可以持續。」（中華人民共和國香港特別行政區政府資訊中心網頁）最近香港課程發展議會(1999)所編印的《學校環境教育指引》也提出本港學校的環境教育應以「可持續發展」為路向，其最終目的是(頁4)「促使學生畢生都關注環境，而且具有遠見，並為他們作好準備，使能為環境保護作出有識見、合理和實際可行的決定，同時身體力行，致力締造一個能安居樂業、可持續發展的環境。」事實上，「可持續發展」這個概念並非新生事物，早在1980 年的《世界保養策略》(World Conservation Strategy)裏已經提出，及至1987 年在世界環境與發展委員會(WECD)的報告《我們共同的未來》，「可持續發展」的概念開始被大家認同。1992 年聯合國環境與發展會議(UNCED)通過了《21 世紀議程》，各國掀起了實施「可持續發展」的熱潮，而世界各國不少的環境教育亦以「可持續發展」作為路向。本文闡釋學校應如何推行以「可持續發展」為路向的環境教育，探討如何創造空間在學校實踐，並剖析可能面對的困難。
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

進念二十面體 (Zuni Icosahedron) 是一個民間藝術組織。這個多元化的藝術組織於一九九五年六月至八月間，舉辦了一個社區學校藝術教育活動，名為「黑箱作業」(Blackbox Exercise)。這是一個由前市政局資助的藝術教育活動，由一群年青義工及一位全職的統籌者推行，並邀請了幾位在錄象、漫畫、裝置，攝影、文學等藝術範疇有創見的藝術家參加。
近年，香港的藝術教育漸漸走向學科為基礎的發展方向。如大部分的學科一樣，藝術的確是可以系統性地學習的學科，但亦如某些其他學科一樣，可以幫助學生發展情感教育、建立價值及確立社會意識等，而因此，教師應該理解本科的特性及同時細心衡量教育的意義及目標，才能達成全面教育學生的目的。社區學校藝術教育，是否在這方面帶來新的啟示?
本文先審視進念「黑箱作業」這個社區與學校合作的藝術教育個案，再帶出一些有關的教育概念。「黑箱作業」這項活動，為藝術教育提供了不同的教學資源及方法，並根據較進步的教育觀點，推行時能照顧到學生在認知方面、在發展個人方面及在發展社會意識方面各個層面，並且，它可以擺脫了學校課程的限制，亦即是擴闊了藝術教育課程，讓學生達成有效的學習。它所帶出的有關教育概念，包括有:發展學生的學習性向，教育目標的轉型及擴闊課程等，都有助學生發展學習動機，專心學習，以致促成良好的學習效果。但這裏涉及的教育概念，從未有機會在本港實行，卻在「黑箱作業」中論證了。
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香港新高中課程改革的「通識教育科」，注重「專題研習」的學習。由於有別於本土的傳統教學，「專題研習」可供老師參考的課程實施經驗不多，尤其學生對自主學習的體會。本文嘗試從學習者的角度，透視「專題研習」在實際的學校環境中，出現怎麼樣的「通識教育科」教學和學習的特點。透過分析小組同學的訪談內容，我們發現學生能夠了解和適應「專題研習」的學習要求及肯定其中的學習經歷和價值，他們同時深感憂慮新的學習，嚴重受考試導向的教育現實所牽引。
Liberal Studies has given a due weight to project learning in Hong Kong's New Senior Secondary curriculum reform. Different from mainstream teaching in the past, teachers have little practical experience on project learning in their curriculum implementation, particularly on students' independent learning. This paper is an attempt which examines for characteristics of project learning in Liberal Studies in the local school context from students' perspectives. An analysis on the focused group interview with students has found that they can grasp the main points and cope with the new learning needs of project learning. While they recognize the values of this new learning mode, they are deeply worried that the examination-driven educational reality has greatly affected their study through project learning.
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

鑑古識今，本文從分析1940 - 1980期間香港小學數學課程的發展，指出香港過往的數學課程發展雖然由教育部門作「中央監控」，但亦採取「漸進發展」的課程發展模式，因應時勢，有序地推行數學課程改革，而且以吸納政治的技巧，引入民間力量和聲音，著重與教師團體的互動。從歷史發展的探索，本文提出五方面的思考：課程發展策略要因應時勢發展，需因地制宜，雖由上而下但仍給予自主空間和彈性，容納民間聲音，以及探討權力下放的可行性以回應時代需求。
This article, by analysing the Mathematics curriculum development of Hong Kong in the period 1940s-1980s, aimed to learn from the past. It stressed that the education bureau had adopted various effective strategies in curriculum development, though it centrally-controlled the development. The education bureau had adopted incremental model through consideration of context, implemented curriculum orderly and used techniques of absorptive politics to introduce strengths and ideas from grassroots and to interact with teacher associations.Inquiring from historical development, this article raised five dimensions of thought for curriculum development: strategies need to consider trends of recent change, considering the context of society, provision of space and flexibility when using top-down approach, accepting voice from grassroots, and investigating the possibility of devolution of power when responding to requests.
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]