自1986年設科以來，香港的普通話科一直獨立於中文科以外，至97年重訂《課程綱要》，始被列為中小學的桃心課程。踏入新世紀，教育當局又重組課程架構，把中國語文、普通話、中國文學及中國語文及文化四科納入中國語文教育領域，並訂定十年內三個階段的發展策略，以「普通話教中文」(Putonghua as a medium of instruction – PMI) 為遠程目標。要推行PMI，在現有的教學條件下，教師能力、教材支援等，固然需要充分的配應和準備；在課程統整方面，也必須周詳部署，中普兩科的學習內容才能合理調適，有效推展。本文以介紹中、普課程現況為起點，概括學校推行PMI的不同階段經驗，分析目前學校面對的難題；並從課程發展的角度，探討普通話與中文兩科的整合模式，提出可行的方案，為落實新課程的遠程目標擬出具體的策略和進程。

In the context of the educational reforms that began at the turn of the century, Hong Kong's New Senior Secondary (NSS) English language curriculum was launched in 2009. An important aim of the curriculum reforms is to make teaching and learning more relevant to students' everyday lives through more studentcentred approaches to pedagogy. In the context of English language teaching and learning, the reforms also involve an emphasis on 'cultural enrichment' and 'personal involvement', in addition to 'language enrichment'. The main feature that supports these aims is an innovative emphasis on language arts and the introduction of four language arts electives, including one entitled Learning English through Popular Culture . Based on analysis of curriculum documents and resources and student surveys conducted before and after the first round of implementation of the 3-year curriculum, this chapter discusses the role that popular culture now plays in senior secondary English language teaching (ELT). While arguing that the inclusion of popular culture in the NSS English curriculum is largely a positive move, it identifies significant unresolved issues in the implementation of the curriculum, which may limit the degree to which it succeeds in achieving its goals of cultural enrichment and making English language teaching more relevant to students' lives.
[Copyright © 2014 Springer Science+Business Media Singapore.]

In 2007, the Hong Kong government announced that tertiary institutions receiving central funding would be required to incorporate outcomes-based learning in their curricula. The policy was presented as part of a raft of measures to introduce creativity and innovation into the traditional approaches to teaching and learning, that have been described as producing “a somewhat sterile curriculum that emphasized propositional knowledge and avoided awkward questions”(Adamson & Li, 2004, p.59). The Hong Kong government wishes the education system to be in line with what it perceives to be state-of-the-art practices internationally. However, the history and culture of Hong Kong has endowed the local system with its own distinctive characteristics that, as previous efforts to graft foreign curricular initiatives on to the Hong Kong education system have shown, need to be taken into account. The move to require institutions to incorporate outcomes-based was greeted by concerns that the outcomes-based approach was too "Western" (i.e. progressive) for educational values systems prevalent in Hong Kong and, at best, institutions would only pay lip-service to the reform. (Interestingly, a contrasting concern was that outcomes-based learning—which is already falling out of favour in Australia, where it originated, and in other Western systems--would actually have the opposite effect to the intended goal of rejuvenating the curriculum, as it would tend to reinforce rigidity in curriculum design, reducing student choice and flexibility to design their own learning pathways.) At the heart of the matter is the issue of effective international knowledge transfer. This paper reviews Hong Kong’s very mixed experiences of international knowledge transfer in education, and proposes a pragmatic framework for curriculum design that takes into account and negotiates political, social and pedagogical forces at the local and international level. It illustrates how this pragmatic approach to curriculum

This study is designed on the basis on the key premises of Activity Theory, in the development of curriculum leadership among a group of primary teachers in two innovation engaged schools in Hong Kong China in April 2005 and 2007. Three curriculum development teams were formed and their membership and leadership were manipulated to create internal tensions and contradictions among members in a flattened leadership context. The aim is to investigate the extent that teacher participation in curriculum decision making processes is mediated by the artifacts such as hierarchical power, roles and leadership styles. The findings based on the analysis of the interviews as well as the video taped meetings of the Mathematics and Chinese curriculum teams point to the varying mediation effects of the two artifacts, namely the roles of the consultants and the leadership styles upon teacher participation. On the effects of the roles of the consultants, two types of professionality were asserting different influences on the mediation processes. The restricted professionality focused on closed discourse between participants and the leadership style was power coercive. The extended professionality however, generated an open discourse with evidence of multi-structural interaction pattern. The nature of the former is didactic while the latter is more negotiable among members. On leadership styles, the personality of the subject head and its degree of domination was having effects on the discourse styles and participation nature, though the distributed leadership was in function in the curriculum development teams. Assertive subject head constrained the interaction pattern of the meetings while the less assertive one opened opportunities for exploration and experimentation by the members of the teams. In conclusion, various artifacts assert their influences in the mediational processes of the interaction among members of the curriculum teams and these mediational effects have either constrained