課程改革是教育改革的要項，而成長課則是學校輔導中全方位輔導系統的重點。本文探討課程改革與學校輔導在香港教育革中的位置，以及它們與教育改革的關係。文章首先討論教育改革和輔導的基本精神，然後討論課程改革與成長課的關係及互相重疊之處，並建議一個融合以上系統的理念架構。最後，本文提出在跨越界限（border crossing）時，教育工作者和輔導人員要留意的地方。
One of the important aspects of education reform is curriculum reform, in which the personal growth curriculum is a vital part of the comprehensive guidance system. This article first discusses the role of curriculum reform and school guidance within the overall framework of education reform in Hong Kong. The discussion then focuses on the relationship and overlaps between curriculum reform and personal growth curriculum, and recommends a conceptual framework that incorporates the above systems. The article concludes with some essential points that educators and counseling professionals should take note of when crossing borders.
[Copyright of Asian Journal of Counselling is the property of The Hong Kong Professional Counselling Association at http://www.hkpca.org.hk/]

背景：在二十世紀兩岸三地的課程改革中，課程統整的概念都不約而同地被引入。有關的實施，對學校課程的目的、學習內容、學習的經驗以及評核等方面，實在帶來不少的衝擊。
目的或討論焦點：究竟課程統整的理論根據為何？它能否實施於學校的環境脈絡中？
論點/評論/建議：課程統整的理論有其獨特之處。一方面，課程統整的理論系統很龐雜，它具有各種不同的理念和實施模式，對課程的具體實施未能起清晰的指引作用。另外，課程統整的實徵文獻未臻圓熟，課程統整雖然給人的感覺是一個傳誦中的美好形象，但實際的運作系統並未完全建立。最後，課程統整具有獨特的理念背景，在引入其理論時，我們也須考慮本土的持點。
總結：課程統整有其獨特性，課程設計者必須對它作深入的瞭解，包括理念、實施模式及所需的實施條件，才能務實地進行有關的改革工作。
Background: The concept of curriculum integration has been introduced to Hong Kong, Mainland and Taiwan in series of curriculum innovations. The implementation of curriculum integration has an important impact on the aims, learning contents, learning experiences and assessments on the respective school curriculum.
Aims or focus of discussion: What are the theoretical underpinnings of curriculum integration? How can curriculum integration be implemented in the school contexts?
Arguments / comments / suggestions: The theory of curriculum integration is outstanding from others. On the one hand, curriculum integration has a complex system of theories that has given rise to various implementation models with different rationales and thus resulted in the unclear guidelines for real implementations. On the other hand, the literature review about empirical studies on curriculum integration has not fully informed us how curriculum integration can be implemented. It is also found that curriculum integration has been traditionally existed in a form of abstract image in the field of education but without realistic implementation systems. Finally, curriculum integration has got its own theoretical backgrounds and special attention should be paid to the characteristics of local contexts if curriculum integration is to be introduced.
Conclusion: Curriculum integration has its own characterized theories and rationales. It is necessary for the curriculum designers to look into the concepts of curriculum integration carefully, including rationales, implementation models and the necessary conditions

目的: 本文創作目的是用日常概括見聞事例，淺易地介紹錯綜體科學治學方法——重視的是全盤思維方式、依賴對整體形態格局 (whole pattern) 的描述、並常用隱喻 (metaphor) 的手法去說明相關整體形態佈局的整合相容邏輯。景觀意念圖是一項常用的工具。本文創作的場景是「可持續發展教育」課程的設計爭議，作為闡述應用動態或變系統理論的載體。
背景: 課程改革工程在全球各地，各大城市進行得如火如荼。校本課程，中央公訂新學科，跨學科研習等 推陳出新；一些課程帶地區局限性、難以推廣；一些只是曇花一現，最諷刺的是一部份課程在試教研究宣告成功後便壽終正寢。
「環保」之後有「全球化」(Globalization) 這些議題走進教室。近年我們探討「全球暖化」(Global warming)，「可持續發展教育」(Sustainable Development Education) 等問題。孰先孰後，在時間的巨輪中，沒有遲或早的問題；但怎樣設計才可以在云云創新中突顯價值而成立，然後又在長江後浪推前浪的定律下生存下來呢？
討論: 作者試圖從「混沌理論」 (Chaos theory)，「錯綜體理論」(Complexity heories) 和「動態或變系統理論」 (Dynamical Systems Theory) 去理解新行業、新學科或學術研究興趣潮流的生命演變，從而推敲設計「可持續發展教育」課程應有的策略 —— 要含新技能元素、並且跨學科。更進一步推論包含錯綜體理論元素 (連串本不相關事件可因機緣互相抵銷或隨正回饋無限擴張、並產生革命性轉變) 和動態或變系統概念 ( 因時間引進的變數考慮 ) 進入「可持續發展教育」課程設計的必要性。
Aim: This article is intended to be a layman introduction to the methodology commonly used in complexity science studies, emphasizes holistic consideration, description on the entire pattern against bits and pieces of sectional analysis, use of metaphors to build up integration of ostensibly incompatible features such as simultaneous co-existence of land and rivers, hills and valleys in the landscape portraits, a popular tool in complexity studies. The setting of analysis used in this article falls in the arena of recent hot debate on how curriculum on Sustainable Development Education should be designed, a vehicle to illustrate application of Dynamical Systems Theory.
Background: Curriculum re-engineering has been around for decades throughout the world; school-based curricula, innovative central curricula, inter-disciplinary projects, to name but a few. Some did not last long because of territorial biases; some made a fad and faded. The irony lay in the immediate demise of projects that claimed a success in their pilot run. We had topics like environment conservation, globalization, followed by global warming infiltrating the classrooms these past years. Now the limelight is on sustainable development. Is it late? That is not

本文檢視香港特區一九九七年後首十年香港的課程改革發展歷史，並從教育質素、學習機會、學習多元，以及課程是否變為中央化等多元視角，加以討論。分析結果首先肯定香港的教育質素有提升。再揭示間接或直接提供學生學習的平等機會是受到質疑，不過，香港的教育成效均等情況滿意。第三項的多元化課程發展方面，核心課程雖有收窄，但在選修科目和應用學習，以致學習的形式和方法，課程改革確是意圖給學生提供多樣的學習機遇。第四項的課程改革中央化問題上，香港是出現中央化－校本化的互動。最後，本文指出推動或實踐課改工作，要小心謹慎，要考慮承受能力。
The paper reports the curriculum reform developmental history in the Hong Kong Special Administration Region since 1997 until 2007 by the multi-perspectives of education quality, learning opportunity, learning diversity, and the centralization of curriculum reform. The paper reveals firstly affirmed Hong Kong's education quality has been improved. Secondly, it reveals a question of fair learning opportunity and the learning equality is satisfied in Hong Kong. Thirdly, for the curriculum development, it reveals the numbers of core curriculum have been limited, however, there are choices of elective subjects and apply learning as well as learning approaches and methods been introduced by the reform. The curriculum reform has the good intention in providing learning diversity and opportunity for our students.
Finally, the paper points out the curriculum reform initiation and implementation must be careful and consider theaffordability of the educators to change.
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

This paper seeks to present a framework for the school curriculum in the twenty-first century. It first describes and appraises critically the Tyler rationale, which has been influential for many decades. The rationale forms the basis of the school curriculum in many eastern and western countries. Next, the concept and features of modernism which underpin the rationale are described, leading to a discussion of its major strengths and weaknesses.
The paper goes on to present an alternative view of the curriculum - Doll's Model, which better meets the challenges of the fast changing world. The model, with its prominent nature of postmodernism, is discussed. Strengths and weaknesses of the model are also analysed. The author also makes a comparison of the two models, explaining why the latter is preferable to the first in laying the foundation of school curriculum in the coming century.
In the concluding section, recent curriculum initiatives in Hong Kong are described. There is discussion on the merits and limitations of The Target Oriented Curriculum. Then the new curriculum framework and its features are described leading to discussion on the implications for the Hong Kong curriculum. It is stressed that key concepts of postmodernism need to be taken into consideration so that the quality of education can be improved.
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

隨著知識經濟時代的來臨，知識社會逐漸形成，新型態的知識工作者（knowledge worker）出現，不少學者開始重視「知識管理」的觀念，並把「知識管理」的理論應用於教育改革和教師專業發展。本文初步探討知識管理的理念對課程領導與教師發展的啟示，並對下列範圍作討論：
（1）知識管理的意涵及課程知識的管理；
（2）校長和中層管理者成為課程（知識）領導，著重知識的創造、整理和分享、教師個人知識管理，以及知識社群和網路的發展。
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

This article presents the finding of an interim evaluation survey commissioned by the Education Bureau of Hong Kong on the effectiveness of the curriculum reform initiated in 2001. Drawing upon change theories for analysis of the study, the article examines the perceptions of both principals and teachers on the effectiveness of short-term curriculum development in schools from 2001 to 2006 through self-administered questionnaire survey as well as focus group interviews. The quantitative survey shows that evaluations from principals were more positive than those of frontline teachers in many aspects of the reform. Data collected from focus group interviews help explain the discrepancy in attitudes of these two stakeholder groups towards the reform. Insufficient knowledge, lack of support and consensus, and top-down initiation of the reform are the reasons accounting for the different responses to the reform. Strengthening professional development programs and developing a culture of collegiality and collaboration are the strategies recommended to improve the implementation of the curriculum reform in the medium-term phase (2007-2011).
[Copyright of Teacher Development is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/13664530903335558]