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.
[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Associationl is the property of Hong Kong Teachers' Association at http://www.hkta1934.org.hk/]

本文介紹自1991年起於香港中文大學中文系開設的「商用中文」課程。討論範圍包括課程設計、課程內容、課程的試驗與實踐、評估與建議等。有興趣教授或開設此類課程者可作參考。
This article introduces the establishment of curriculum of Business Chinese, a term course offered in The Chinese University of Hong Kong from 1991. The discussion covered the curriculum design, curriculum content, curriculum tryout, implementation, evaluation and suggestion. Those who are interested in teaching or building up such a course may take this for reference.
[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Associationl is the property of Hong Kong Teachers' Association at http://www.hkta1934.org.hk/]