在2001年，香港公佈了《中國語文課程指引(初中及高中)》及《中學中國語文建議學習重點(試用本)》。而在2004年，上海則公佈了《上海市中小學‧語文‧課程標準 (試行稿)》。 本研究的目的包括：1.探討兩地小學至初中中國語文科課程在世紀之交的發展情況。2.比較兩地初中中國語文科課程內容的異同。3.為教育當局日後修訂語文科課程提供意見。研究方法採用文獻分析法。比較的架構為課程、教材、教法與評估的內容。理論依據有系統論、學科論、課程論。兩地初中語文課程簡介及比較，包括以下四方面：(一) 課程：1. 語文課程的結構；2. 語文科性質；3. 課程取向；4. 教學目標。(二) 教材：1. 學習材料；2. 教材編寫 (選)。(三) 教法：1. 教學的原則；2. 教學內容與要求。(四) 評估。研究結果有以下數方面：關於課程：兩地的語文課程定位、課程結構、學科性質、課程取向、學習目標等都有不同程度的差異。基本是隨實際需要而變化的，希望體現義務教育的規劃；把握語文育的功能；強調思想品德與人文素質的培養；致力於語文素養的整體提高。 關於教材：兩地在教材的觀點和選編原則方面，相同的地方比較多。 關於教法：對各項語文能力訓練元素的內容和要求，都有不同程度的差異：語文能力的元素；能力訓練的方法；情意的培養等。而相同的地方：轉變教育觀念，改革教學方法。以學生發展為本。收集和處理信息的能力。重視形象思維、審美思維以至批判、創意的訓練。 關於評估：評估是兩地語文課程新增的項目。觀點相同的地方比較多，不同的地方有發展學生多方面的潛能；創新精神和實踐能力；教與學雙向評估。

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.]

This paper investigates the concerns of teachers and the work of small class teaching (SCT) for integrated learning in Liberal Studies (LS) in the current New Senior Secondary (NSS) curriculum implemented beginning in 2009 in Hong Kong. The interconnectedness of learning in the NSS LS has been highlighted, with emphasis on linkages in learning within and beyond the subject. Relevant literature on the debate of class size reduction generally reveals the benefits of SCT. Several studies further indicate that students benefit from integrated learning in a small class setting. Other studies on group work format have recommended various approaches to integrated learning in a small class setting. Therefore, facilitating students with quality integrated learning in a small class setting for LS is crucial for its successful implementation in Hong Kong. An international study reported that the Hong Kong school system is regarded as ‘sustained improver’ and ‘good to great’ performance stage. Therefore the findings of this study in Hong Kong could provide valuable implications for school teachers, teacher educators and policy makers all over the world.
[Copyright © 2014 James Nicholas Publishers]