香港由於經長期的殖民統治、特殊的政治經濟社會環境，形成與內地、臺灣截然不同的文化背景。所以，語文教學的傳統也和海峽兩岸有很大的分別，中學會考中國文學科（以下稱「本科」）獨立成科就是一例。過去三十多年，本科前後經歷三個不同的課程（三代課程），走過一段崎嶇的路，課程仍有很多需要改善的地方。但如果我們能在現有課程的基礎上，通過對本科課程發展從理論到實踐的研究，對本科文學教學的基本理念、課程目標、內容、實施和評估等進行研究，總結歷史和現實的經驗教訓，並借鑒中外文學理論和文學教學的經驗，可以對本科課程和未來高中中國文學的發展方向提出建議，並為在中學中國語文新課程中推行文學教學所遇到的理論和現實問題，找出解決的辦法。本文通過對本科三代課程的反思，而提出對未來第四代文學課程的展望。
Because of the long history of colonial rule, Hong Kong has a special political and socio-economic environment forming a cultural background which is very different from Taiwan and the Mainland. Therefore, the tradition of language teaching is also different from across the Taiwan Strait. The establishment of Chinese literature as an independent subject is a good example.
The syllabus of this subject has passed through three generations. Its development was full of obstacles, and the syllabus is still not ideal and needs improvement. However, if we base on the present syllabus and study the development from theory to practice, we are still able to make suggestions on the future development of the syllabus and Chinese literature education by investigating its basic idea, aim, subject content, implementation and assessment. This may also help to solve the problem of implementing literature education in the new Chinese language syllabus. This study involves rethinking of the third generation syllabus to suggest a future (fourth generation) syllabus.
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

經典學習為中國古代教育的一環，自上世紀初科舉和讀經相繼遭廢除以後，經典學習的地位備受挑戰。關於兒童應否讀經的討論從沒問斷，爭議焦點似乎在於讀經會產生愚昧還是帶來敵迪。雖然讀經公案未有定識，可是讀經活動在中國內地和臺灣地區相當盛行，倡導者認為讀經有助語文能力和道德素養的提升。本文首先論述讀經的爭議，並從道德教育和文化承傳層面，探討香港推廣兒童經典學習的意義，並且提供建議，以求促進經典學習的成效。
Classics-learning is an integral part of ancient Chinese education. At the beginning of the last century, imperial examination and classics-reciting were sequentially abolished. The status of classics-learning was thus being challenged. Whether or not children should recite classics is so far still a matter of debate. The crux of debate seems to be whether classic-reciting will produce ignorance or bring enlightenment instead. In spite of controversy, classics-reciting activities in mainland China and Taiwan are still prevalent, and the advocates believe that these activities are especially conducive to the enhancement of language competency and moral qualities. This paper reviews and evaluates the arguments of classics-reciting, and explores the meaning of promotion of children’s classics-learning in Hong Kong from the perpectives of moral education and cultural inheritance with recommendations to enhance the effectiveness of classics-learning.
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]