自2009年開始，香港高中課程進行大規模的改革，所有適齡的中學生，須接受六年免費的中學教育，在初中至高中期間，無需經歷任何公開考試，直至完成中六，才接受一次中學文憑考試，以作為升學或就業的依據。在這改革背景之下，香港的高中課程和教學須面對有史以來最重要的改革和挑戰。在課程路向方面，新高中課程從以往的菁英主義走向普及主義；在教學路向方面，它須走向多元化的教學方向，才能處理新高中課程會出現的學生個別差異的問題。面對這種種的挑戰，究竟學校政策制定者對新高中課程所持的觀點，與官方課程是否相同，抑或有異？在他們工作的學校環境中，建構新課程時又有何決定？本研究以香港新高中課程改革為背景，以實徵研究為本，探討香港中學的政策制定者對新高中課程的觀點和決定，問題有三：一、香港的學校政策制定者對新高中課程持哪些觀點？二、學校政策制定者在學校課程的建構方面有何決定？三、哪些因素影響學校政策制定者的決定？
[Copyright © 2012 高等教育文化事業有限公司.]

This paper aims to study the perception of primary curriculum implemented in Hong Kong through the views of school practitioners and how the gaps were closed through school practice. Parts of the data in this paper were collected through interviews with principals and teachers on their the views of achieving the aims of the Hong Kong primary education curriculum. Their practice and effort in achieving the aims in education is recorded and analyzed. They were asked to pinpoint professional areas which they thought teachers may have difficulties and hence a barrier for the improvement of quality education and achieving the educational aims. These include opinions on subject content and pedagogical knowledge for the primary school subject in Chinese and mathematics and in turns reflect the contents needed in teacher education program. The paper provides insight for future teacher education program development and primary schools to distinguish practice that could be used by them.
[Copyright © 2000 The Hong Kong Institute of Education.]

This paper advances the argument that 'cultures of learning' (Cortazzi and Jin, 1996) not only affect people's conceptions of teaching and learning – and therefore classroom practice – but may also impede curriculum reform, especially where little attempt is made at 'cultural synergy' (Cortazzi and Jin, 1995). The paper first examines the 'culture of learning' in Mainland China, since Hong Kong's overwhelmingly Chinese population is likely to share many of the expectations, values and attitudes identified here. The resulting language teaching is also briefly considered. Second, the paper reviews selected "Western" learning cultures and associated language teaching methodologies. Areas of similarity and difference are noted and a prediction attempted. The third part considers the 'culture of learning' in Hong Kong, an entity that is neither China nor Britain. This appears to possess a fundamentally Chinese 'culture of learning', much confused and confounded by factors that inevitably perhaps arise from its unique historical and international situation. After indicating, very briefly, these critical issues, the paper presents views from the literature which suggest that a lack of attention to and respect for cultural difference has impeded both curricular and language teaching reform. Supporting material from In-service assignments and reflections on lesson observations may also be touched on, if time permits.
[Copyright © 1999 Australian Curriculum Studies Association Inc.]

課堂學習研究是一種校本行動研究，主要由同科同級的教師針對學生的學習難點，以變易理論為指導設計教學方案，並由不同教師輪流施教、檢討教學成效並提出改善方案。課堂學習研究不但有助於教師的專業發展和提升，而且還利於推動校本課程的開發，包括加深教師對學生學習情況的了解，對現有教學內容和教材進行客觀驗證和有效調整以及激勵教師開發和嘗試新的教學方法和策略。

本文介紹了香港特區2005年至2008年在中小學開展的「優化課堂學習計劃」的背景、內容、實施情況、實施成效等。該計劃以 “課堂學習研究” 為平台，致力於改善課堂教與學、促進教師的專業發展，取得了豐富理論和改進實踐兩個方面的豐碩成果，對教師專業發展產生了深遠影響。

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.

There have been discussions on what is and whether we have 'global citizenship', since the focus of citizenship education has always been on the nation-state's political sovereignty and on citizens' rights and responsibilities. Nevertheless, globalization has challenged the notion of citizenship and citizenship education. Schools and NGOs in Hong Kong have engaged themselves in global citizenship education after the education reform in early 2000. This paper attempts to characterize global citizenship education in Hong Kong, which shows learning themes such as moral obligation to the world, "learning to live together" through understanding and respect for other peoples and cultures, and concerns for peace and human rights. Hence, as a dynamic process, the school-based curriculum such as project learning and civic education has continually revised their goals.