背景：中層人員在學校管理與日常運作中有關鍵的角色，在教育改革的年代中，不少香港小學校長感到校內中層人員的表現和能力的重要性；有些辦學團體更舉辦了中央性培訓以提昇層下小學的中層人員。為了支援香港小學中層人員的成長，香港初等教育研究學會開展了一個校本教師培訓計劃，為八所小學中層人員提供校本的專業培訓。
目的：基於香港本土和國際的文獻，分析受訓中層人員的回饋與反思，希透過整理這些質性的資料，能結合中層人員專業發展的理論與實踐。
調查對象：八所參與校本教師培訓計劃的小學中層人員，一共有158份有效的回應問卷。
調查方法：此文章除整理中層人員發展及校本培訓的文獻外，再根據中層人員的質性回應，顯示出香港小學中層人員對專業發展的需要，關注和反省。
調查結果：問卷發現受訓中層人員對「中層人員的角色與成長」的培訓滿意度比整體評價為高。他們亦反映出要學習多些與團隊發展有關的知識和技能。同時，有些中層人員十分享受其行動學習計劃，並在分享中顯示出其在計劃過程中的成長。
總結：從八間小學中層人員的培訓個案中，發現讓中層人員對自己角色的反思，掌握發展團隊的技能和實踐行動學習等，皆能有效地促進中層人員的專業成長；而這計劃亦同時豐富了香港小學的校本教師培訓經驗及中層人員培訓的模式。
Background: A middle manager plays an essential role in the school management and daily operation. In the educational reform era, many principals aware the performance and competence of the middle managers is critical for the development of their primary schools in Hong Kong. A few of school sponsoring body provide some central training for the middle managers in their primary schools. In order to support the professional development of middle managers of primary school in Hong Kong, the Hong Kong Primary Education Research Association carries out a school-based teacher development project and eight primary schools participate in this project.
Aims: Based on reviewing local and international literatures, this study investigated the feedback and reflection of trained middle manager. After analysis these data, this paper try to link up the theory and practice in the professional development of middle manager.
Sample: Questionnaires were sent to all trained middle managers in these eight primary schools, and a total of 158 questionnaires are filled.
Method: Besides literatures in middle manager professional development and school-based training, qualitative information from middle managers of these schools are used to illustrate their needs, concerns and reflections.
Result: Trained middle managers give a higher responses rate in the session: Role and development of middle managers.

背景：廿一世紀開始香港進行教育改革，其中一項政策是發展校本課程。這項政策也引入中學中國語文新課程內，官方文件列明發展校本課程的理念及課程架構。
目的：本文旨在探討中文教師如何回應這項改革。
調查對象：本研究以有目的取樣的原則，選取三位教師，他們來自收生不同的學校，以學生學業水平分為第一、第二及第三組別。
調查方法：資料搜集包括半結構式訪談及課堂觀察。
調查結果：研究結果反映中央沒有足夠的支援協助教師發展校本課程。三位被訪教師均以其所持的信念應付這項政策：教師甲靠自己的力量帶領科組同事設計他們的校本課程，卻沒有跟從官方的框架；教師乙參加課程發展處籌辦的「種籽計畫」編選校本教材；教師丙依舊選用教科書教學，沒有理會這項政策。
總結：課程發展者必須加強對教師的支援，例如提供在職培訓課程改變教師的信念，並讓教師學習設計校本課程的知識及方法，還要安排課程發展主任到校協助發展校本課程。
Background: School-based curriculum development (SBCD) is one of the strategies of the educational reform of Hong Kong launched in the 21st century. It is introduced in the new secondary Chinese language curriculum. The rationale and curriculum framework of SBCD are laid down in official documents.
Aims: This study aimed to reveal teachers' responses to this educational change.
Sample: Three teachers were selected as informants based on purposive sample. They came from schools namely band 1, 2 and 3, with different students' level of academic standard.
Method: Data were collected through semi-structured interviews and classroom observations.
Results: The results of this study found that support from central authorities to teachers had been insufficient. The three teachers were governed by their beliefs in coping with this policy requirement. Teacher A led his colleagues to design their own school-based curriculum without following the official framework. Teacher B took part in "seed project" organized by Curriculum Development Institute to develop teaching materials. Teacher C still adopted textbook for teaching as before and simply ignored the policy.
Conclusion: It is essential for curriculum developers to strengthen their support to teachers, such as providing in-service training programme for teachers to change their beliefs and acquire new knowledge and method to design school-based curriculum. Curriculum development officers should also visit schools regularly to assist with the development of school-based curriculum

背景：2000年，香港課程發展議會發表《學會學習‧學習領域‧中國語文教育〈諮詢文件〉》。提出2002年後在中學階段實施加強文學元素的新修訂中國語文課程，同時，為了加強學習內容的聯繫，高中階段也可以開設綜合的中國語文課程，其中包括現在中國語文、中國文學、中國語文及文化和普通話各科的學習；或為對文學有濃厚興趣的學生開設選修的中國文學增潤課程，以發展學生多方面的學習興趣與專門能力。因此，還須重新審視科目分合，考慮在高中階段是否仍然保留中國文學科作為選修科。
In the year 2000, the Hong Kong Curriculum Development Council published a consultation document "Learning to Learn: the Way Forward in Curriculum Development" on the Key Learning Area (KLA) of the Chinese Language Education. It was suggested strengthening the literature elements in the above KLA, and advised that an integrated Chinese Language curriculum to be offered in the senior secondary education. The new curriculum framework includes Chinese Language, Chinese Literature, Chinese Language and Culture and Putonghua, which currently are separated subjects in school curriculum. In addition, it was suggested that enrichment programmes on Chinese Literature to be provided to meet the learning needs of students who have keen interest in this area. In view of the above proposals in the consultation document, the issue of whether offering Chinese Literature as an elective subject in the current senior secondary school curriculum needs to be carefully considered.
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