Educational reforms and curriculum changes are no strangers to the educational sector of Hong Kong. Every time, changes are accompanied by new aspirations. The abandonment of the old and taking up the new ideals are not always smooth and effective. There is usually a shift of emphasis on the aims of education as in the case of the primary music curriculum in Hong Kong in the last few decades. The two earliest official music syllabi issued by the Education Department in 1968 and 1976 reveal both the changes and continuity in the concept of the music curriculum. In this chapter, the author critically analyze these two syllabi to find out the principles of music education expressed explicitly and implicitly in them in the light of influential factors, such as the historical development and contemporary thoughts about music education. Basing the findings, recommendations are drawn for the music educators and researchers for their future practice. All future educational reforms should take care to fill the gap between the intended and implemented curriculum, so that the avenue leading us to our intended ideals can be clear and through.
[Copyright © 2000 The Hong Kong Institute of Education.]

本論文欲探討香港小學中國語文科曾開展哪些校本課程，以及小學語文老師對開發校本課程的看法等問題。我們通過對從三個案例的研究，分析開發校本課程成功的因素及效益。研究方法有：問卷調查、文件分析和訪談。研究結果是：回收問卷有278份，顯示大部分學校在2008年或以前已有發展中文科校本課程的經驗。校本課程的內容與中國語文學習領域有密切關係。校本課程有成效的原因是：因應學生的興趣，安排相應的活動，善用資源，共同備課和運用有效的教學策略。推行的困難是：欠缺以上因素，時間不足和工作壓力大。案例顯示，開發校本課程因素是：計劃、學生的興趣和需要、老師協作、配合教改、校長支持以及專業支持等。這些因素與問卷調查的結果相同。學校或老師如要開發校本課程，可以留意以上的重點。
[Copyright © 2012 南大-新加坡華文教研中心出版社.]

背景：校本課程是香港課程改革的一個重點，課程發展議會（2001）訂出發展時間表。由短期先嘗試，中期是完善階段，至2011年以後，發展校本課程是必須落實的任務。目的：通過老師對校本課程的意見調查，探討發展校本課程的成功因素。調查結果可讓教育局、師資培訓機構或準備開發校本課程的人士參考。調查對象：本研究取自便利樣本。從2004年1月至2008年6月，筆者邀請修讀香港教育學院小學中國語文科專業進修課程的老師填寫問卷。調查方法：採用問卷調查方法，搜集小學語文老師對推行校本課程的意見。調查結果：從278問卷顯示，有98.2％小學已有推行中文科校本課程的經驗。課程內容與中國語文學習領域的九大範疇有密切關係。推行中文科校本課程成功的因素是︰因應學生的興趣，安排相應的活動，善用資源，共同備課和運用有效的教學策略。影響推行的效果包括有規畫因素、教師因素、學校因素和外界因素。時間不足和工作壓力，也是推行的阻礙。總結：教師培訓機構應就老師最想推行的項目加以協助，減輕教師開發課程的壓力。校本課程不應推行一次便擱置。假如學校每年都要推行新的校本課程，會虛耗不少人力物力。
[Copyright © 2011 New Horizons in Education.]

In Hong Kong, the General Studies (GS) has been a core primary curriculum, which integrates three former separate subjects, Primary Science, Social Studies and Health Education, since 1994. The rationale of such an integrated curriculum is to help pupil understand the inter-relationship between people, things and their environment so that they can acquire knowledge and skills and develop positive attitudes in a holistic way. Proponents of curriculum integration claim that a good integrated subject is able to achieve more aims than those from separate subjects. An integrated curriculum should provide wider and better learning outcomes than that from learning through separate subjects. Within the context of an integrated curriculum for primary students in Hong Kong, this study aimed at identifying the intended curriculum features of the GS Curriculum. The study also intended to probe the extent of the curriculum features implemented in classrooms. A total of 189 teachers participated in a questionnaire survey. By using the method of Confirmatory Factor Analysis, this study identified four major curriculum features in this integrated curriculum, namely, "holistic learning", "relevancy to learners' life", "development of problem–solving skills" and the "Society-Technology-Society (STS) approach". Results of this study also revealed that teachers perceived the existence of these four intended features in the GS Curriculum and the gaps between the curriculum intention and the real-classroom situation.

In Hong Kong, many school principals outsourced their extra curricular activities to reduce the workload of teachers and provide more activity options for students. This study reports on a qualitative study aiming at examining the views of a group of sixteen teaching professionals from ten primary schools in Hong Kong on the effectiveness as well as the major concerns about outsourcing extra curricular activities. Findings indicate that three themes emerged from the data regarding effectiveness of outsourcing extra curricular activities to external organizations including (1) reducing teachers workload and cost saving, (2) enhancing the expertise of teachers, and (3) catering for the needs of both parents and students. On the contrary, the major concerns about outsourcing activities were (1) increasing administrative duties, (2) quality of the activities, (3) linking activities to school curricula, and (4) student discipline. It is recommended that school, government and parent representatives be involved in monitoring outsourcing activities.

課程改革的成敗與教師專業發展有密切的關係。香港特別行政區政府已深明這個道理。然而，要作出怎樣的教師專業發展才能促使課程發展更有成效，則是有待解決的問題。本文以小學課程主任的培訓為例，說明為其設計的專業發展，仍有不足之處。首先，本文從香港課程發展的特色和過去課程改革成效的經驗，說明課程改革與教師專業發展有密切的關係；其次，從四個研究的成果說明課程主任的培訓課程仍有其不足；最後，提出一止改善建議的方向。