背景：政府建議通識科列為必修，發表了課程及評估架構建議，引起很大的爭議。然而，通識科仍歷經三次諮詢定稿。
討論焦點：從政策層面和學校層面的角度，分析通識教育科課程的適切程度。
論點：從該科的基本理念來看，通識教育科適應全球和本地發展的趨勢、切合本土教育發展、引入社會議題、聯繫不同學科的知識，以及引入較新的學與教策略。然而，其原有通識科的銜接、知識基礎的問題、課程組織的問題、考試的文化、教與學的轉變和教師的專業培訓等方面，則仍與學校層面的脈絡格格不入。
總結：不同層面的持分者有自己的關注。通識教育科的設計者，必須掌握學校層面教師的關注和實施，否則該科的理念仍無法實現。
Background: The government proposed Liberal Studies as a core subject and issued the curriculum and assessment guide, which aroused controversial debate. Nevertheless, the subject was finalized after three consultative stages.
Focus of discussion: This paper attempts to analyze, from perspectives at societal and school levels, the appropriateness of Liberal Studies curriculum.
Arguments: This paper argues that the basic rationales of this subject suit the global and local development trends, local educational development, emphasis of social issues, trends in associating knowledge from various disciplines and using new strategies of teaching and learning. However, this subject is incongruent with school level context, as it is not in line with the original Liberal Studies, knowledge-base, curriculum organization, examination culture, teaching and learning traditions and teacher professional development in Hong Kong.
Conclusion: Stakeholders in different levels have different concerns. The curriculum designers need to learn the concern and implementation of teachers in school level. Or, the ideas in this subject could not be implemented.
[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/]

2009年實施的新高中學制，通識教育科將成為核心科目之一，大部份中學現階段的工作主要集中處理課程規劃中如何鋪排六個單元的教授次序。學校的教師人手安排固然影響通識科的課程組織，但老師們如何詮釋課程同樣影響校本的課程設計。本文透過校本專業支援的學校經驗，嘗試總結課程規劃的三個單元鋪排模式，並探討當中反映老師如何理解新高中通識教育科課程精神與目標。
Liberal Studies (LS) is one of the core subjects in the new structure of senior secondary education which will be implemented from this September. At present, the focus of most secondary schools is on the issue of how to plan and arrange the sequence of the six modules. In fact, not only the manpower deployment but also how teachers interpret the LS curriculum documents can bring considerable influence on the school-based curriculum design of LS. Through the experiences of on-site school support, this paper summarizes three models which schools adopted to arrange the six modules, and analyses teachers’ understanding and interpretation of LS curriculum embedded in each model.
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

This study examines teacher receptivity to the curriculum change embodied in the new environmental education guidelines in Hong Kong. A questionnaire survey, based on a 'receptivity to change' instrument, was distributed and case studies conducted. The analyses revealed that such variables as the perceived non-monetary cost-benefit of implementing the guidelines, perceived practicality, perceived school and other support, and issues of concern were predictors for teachers' behavioural intentions towards promoting environmental education. The qualitative part of the research also found that, in addition to the factor of perceived non-monetary costbenefit, the dominance of organizational factors may work to shape teachers' receptivity to environmental education.
[Copyright of Journal of Curriculum Studies is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/002202700182871]

This paper sets out to analyze the official curriculum for science teaching and learning in Hong Kong primary schools. Curricular content of the suggested pedagogues and science subject-matter in previous Primary Science and the General Studies syllabus is analyzed. A survey study of practicing primary school teachers to reflect on the implemented science curriculum in terms of current practice of science pedagogy in Hong Kong primary schools is then reported.

According to the authors, "Integrated" General Studies syllabus had been poorly designed with only a limited attempt to integrate. Then they present a recommendation of restructuring the primary curriculum with the teacher of science in a Science-Technology-Society approach and with the development of personal, social and health education that encompassed such cross-curricular themes as environmental education, civic education, ethical/moral education, health education, and sex education within the General Studies Curriculum.