世紀之交，大陸和香港都進行中國語文科課程的改革，本文探討在不同的政治、社會背景下，兩地的語文科課程設計的異同。 全文包括三部分：甲、緒論；乙、初中中國過文課程綱要比較；丙、小結。比較發現：兩地對語文課程文件的定性和結構都有不同。學科性質的認識由分歧到朝向共同方向發展。教學目標都強調以學生為主體，目標都包括了認知、技能、情意三大範疇，而沒有提出教學的要求。兩地都新增了評估、教學設備和書目附錄等項目。 兩地的新課程都是在教育改革的大前提下產生的，兩者都能準確把握時代與社會的發展，並對語文的性質提出新的定位，向語文教育提出新的任務，這是新課程綱要的精神。基本上，新的語文科課程改革都希望致力於語文素養的整體提高，強調對學生思想品德與人文素質的培養。總的來說，兩地語文課程的文件內容差距正在逐步縮小。

踏入新世紀，香港中國語文課程進行了重要改革，其中一個改革重點是加強文學學習，但是在過去語文和文學分家的課程規劃下，已經熟習語文教學的教師不期然對文學教學產生「教甚麼、怎麼教」的疑惑。怎麼教小學生讀詩？小學生在欣賞詩、寫詩的能力嗎？這些疑慮都需要通過實踐經驗才可以獲得釋放。 本論文主要報告一個在小學三年級和五年級進行的兒童詩讀寫教學試驗。教學試驗在二零零三年六月前完成，採用質性分析方法來分析六個學生的學習個案，從中探討教學試驗的成效。個案分析結果顯示了學生經過詩歌學習活動後，對詩歌保持或產生正面的鹿度，能領悟詩的特質，開始發展對詩的意識，賞讀詩歌的能力在加強，並能從讀詩的活動中領略寫詩的技巧，能用形象的手法來寫個人對身邊人或物的感受。教師和學生的訪談更指出試驗的教學模式發揮了以下的成效：學生喜歡用通過試教的模式來學習，對讀詩寫詩的興趣濃厚；部分學生寫詩比寫文好；程度差的學生從讀詩寫詩獲得成功感；個別家長表示支持；教師對語文教學有更新的體會。

It is a general belief that language reflects cultural preoccupations, and constrains the way people think, and that the use of language is also shaped through culture. Language education in different countries thus reflects culture of the regions. Chinese and English are two of the most popular languages in the world and reflect culture of the East and the West. The authors have carried out a research project on the views of Hong Kong educators on basic mother tongue language competency. The results showed that Hong Kong educators’ perception on language was affected by Chinese philosophy of education, namely Confucianism. They did not find many indicators of English curricula appropriate to Hong Kong school students. ‘Stress on personal moral perfection’ and ‘social implications for education’ that is the goodness for all were some of the Chinese educational beliefs affect views of Hong Kong educators on language education.
[Copyright © 2007 International Cultural Research Network Press.]

To read and write Chinese require an ability to recognise more than 1,000 basic graphic units. Very few studies have looked into the perceptual learning process of these graphic units at the initial stage when young children are being introduced to the script. Two tasks were developed to tap children‘s understanding of graphic properties of written Chinese. In the name writing task, we investigated whether preschool children, aged 3-5, (1) would differentiate drawing from writing, (2) used a correspondence between character and syllable in their writing, (3) used multiple units within one character or across characters, and (4) respected some of the supra-segmented properties of written Chinese. In the graphic acceptability task, we examined if 5-9 years old children could make orthographic judgements based on positioning and graphic properties of the stroke-patterns. Our results indicated that preschool children could already demonstrate some knowledge of the properties of graphic units in Chinese by using strokes or made-up stroke-patterns in their name writing. Five and six-year-olds rejected words with illegal graphic features and seven- and eight-years-olds distinguished nonwords from pseudowords based on illegal position of stroke-patterns. We conclude that Chinese children implicitly learn graphic properties of the writing System which arc crucial in the learning process, the possibility to shift perceptual learning of graphic properties of written Chinese from implicit learning to explicit teaching deserves further investigation. The aim of this chapter is to analyze children’s developing knowledge of the graphic units that arc related to speech units in Chinese and the difference between what children arc explicitly taught and what they learn implicitly about these graphic units. The term ‘implicit‘ is used here to indicate that both Chinese children and adults are usually unaware of those formal characteristics of their script that are analyzed in this paper

2004年10月, 香港教育統籌局發表了《新高中課程核心及選修科目架構建議(諮詢初稿)》, 建議未來的學制改為初、高中各三年, 大學四年, 在2008年實行; 後來修改為2009-2010學年才實行。在這個建議中, 有些學科的課程結構起了變化, 例如“ 中國文學”科, 本來是中四、中五及中六、中七的課,《諮詢初稿》建議四年的課程融合為三年, 並改為選修科; 而“ 中國語文”則由中一延伸至中六, 並列為必修科。《諮詢初稿》建議“ 中國語文”仍沿用2007年中學會考的考試模式, 而“ 中國文學”則用現行高級程度考試模式。“ 中國語文”和“ 中國文學”本來就有血緣的關係, 這次改變, 使兩科關係起了變化; 在新的形勢下, 老師如何處理“ 中國文學”教學問題, “ 中國文學”應循什麼方向發展, 都是值得探討的。
[Copyright © 2008 陝西師範大學.]

一九九八年開始，普通話科被列為香港中小學核心課程的科目，這顯示了普通話的重要性。普通話科因此進行了新的課程設計，新的《中小學普通話科課程綱要》在去年(一九九七年)五月公佈，作為教學指引。本論文就下列五點，討論新的《中小學普通話科課程綱要》在課程設計上面對的問題。1. 普通話科和中國語文科的關係。2. 普通話科課程設計的取向。3. 普通話科的教學取向。4. 普通話科的教學策略。5. 普通話科教材的編訂。
[Copyright © 1998 The Hong Kong Institute of Education.]