九年免費強迫教育自七十年代後期在香港實施以後，學習差異一直是教育界長久以來面對的問題。香港的中學課程，由五年中學教育加兩年預科的英式學制改為三年初中加三年高中的美式學制，意味著高中教育由精英教育轉為普及教育。課程設計者在設計新課程時，明顯地考慮及關注到學習差異的問題，在課程的架構及組織上嘗試作出處理學習差異問題。這能否為學習差異問題帶來正面的轉機，還是會惡化呢？本文將詳列新學制高中課程中用以處理學習差異的策略，同時透過分析一項有關學制改革的調查中所獲得的資料，從學校政策制定者及教師的角度，探討課程設計者所採用的處理學生學習差異的策略和方法的可行性，並指出新課程在實施時將會遭遇的種種困難。
[Copyright © 2011 Journal of Educational Research and Development.]

2002年，香港全面實施初中中國語文科課程改革。本文探討該課程在制度層面的決定。研究採取深入描寫方式，從決定機構成員的訪談分析誰主宰是次課程改革。結果顯示，在中國語文課程改革的決策中，可見控制政治學主導課程決定。政府「通過權力-知識的來掌握課程決策的控制權」；雖然它對參與者的輸入仍採吸納的態度，但仍掌握最終的決定。若以控制政治學的三項特質來分析，中國語文科課程改革的決策過程符合「容納某些行為方式、排斥其他行為方式」、「政治關係是通過權力-知識之間的互動而產生」、「參與者在受控制下對課程決定具影響力」三項特質。簡言之，中國語文科課程決策雕不開控制政治學，仍由最具權力的政府所掌控。
[Copyright © 2014 中華民國課程與教學學會.]

本文的目的，是要探討香港中學各學科的不同地位和認可程度，並分析界定學校知識本質的架構和過程。文章首先討論政府政策對課程所引起的作用，然後研究學校因為爭奪學生而形成的市場因素所帶來的重要影響。人們普遍認為香港中學的課程，到現在仍像戰後初期一樣，受到政府直接的控制。這樣產生的課程有以下的特點：集合型代碼、封閉系統式、根據學科來歸納知識，以及強調公共知識──儘管在過去二十年，政府一直嘗試發展出一個擺脫這些特點的課程。
[Copyright © 2003 香港公開大學出版社.]

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.]

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.

The establishment of the Hong Kong Special Administrative Region has brought about enormous structural, social, economical, political and cultural changes to society. The government, the public, and other parties concerned find the need to cope with the multi-faceted changes by reviewing the existing systems and policies as to provide information for improvement or reform, wherever necessary. Education is undoubtedly on the reform agenda. Art education, which forms part of the core curriculum of general education and plays a role for developing an all-round being, deserves due attention. This study intends to obtain a thorough picture on the changes of the philosophy and rationale of art education in the past forty years by a descriptive study on the aims of art education in the official art syllabi of junior secondary schools. The study finds that there is a paradigm shift in art education in Hong Kong: from emotional personal experience to the cognitive and affective learning; from a single dimension of educational aims to multi-dimensional; from mere personal development to personal development, socialization, economic productivity, and further learning.
[Copyright © 2000 The Hong Kong Institute of Education.]

The Hong Kong secondary school curriculum suffers for many years from the lack of balance between the more vigorous subjects and the more expressive disciplines like the visual arts. A critical review and re-thinking on the content, methods, and assessment of the intended curriculum, comparing with the taught curriculum, will shed light on the ways for improvement. Research findings and advocacy for innovations from aboard provide the readers a global understanding of the current trends in art education. To meet the challenge for educational reform, issues on essential goals, value-based art education, content analysis for instructional delivery, knowledge-seeking strategies, discipline-based pedagogy, authentic assessment, etc. are introduced as a reference to enhance the future development in art education.
[Copyright © 2000 The Hong Kong Institute of Education.]