香港於2001年提出新的中小學課程架構，由「學習領域」、「共通能力」、「價值觀和態度」三部分組成，強調其間的融貫性與連結性，透過各學習領域發展跨域的共通能力，最終以正確的價值觀和良好的態度，達成全人發展的教育目的。「說話」是香港中國語文科學習範疇之一，本文探討《學習領域課程指引》及《建議學習重點》，可知說話能力、共通能力、價值觀和態度三者有其關連和統整性，課程內容具有素養精神。「說話」同時也是「全港性系統評估」的中文考科之一，考評項目有「看圖說故事」、「口頭報告」、「小組交談」或「小組討論」，並以素養為導向訂有清楚的審查準則。自小學一年級開始，教師循序漸進訓練學生的說話能力，具有明確的步驟與目標。整體而言，香港說話教學的內容與方法，已發展出完整的實施架構，可以做為臺灣推動素養導向說話教學的參考。Copyright ©2021 中華民國課程與教學學會.

學校本位課程發展可說是近年課程改革範圍內一個重要議題。本文嘗試整理和探討有關學校本位課程發展的定義，以及探討不同的學校本位課程發展取向和模式。首先，文章探討課程發展、課程改進以至校本課程發展的意涵，此外，有關學校聚焦、學校為中心到學校為本課程發展的定義亦作探討。其次，文章初步探討中國內地、台灣和香港的校本課程發展脈絡。本文從技術－科學和非技術取向探討不同的校本課程發展取向與模式，尤其對史克北模式評析，以及非技術取向下的人文教育模式、協商課程模式、創作周期模式等。School-based curriculum development is an important agenda in the field of curriculum reform in recent years. This article attempts to consolidate and discuss various definitions related to school-based curriculum development as well as to discuss their different approaches and models. First, the article discusses the meaning of curriculum development, curriculum improvement and school-based curriculum development. Secondly, the definitions related to school-focused, school-centred as well as school-based curriculum development are explored. Moreover, the article initially discusses the contexts of school-based curriculum development in the Chinese Mainland, Taiwan and Hong Kong. The article also discusses different approaches and models of school-based curriculum development from both technical-scientific and non-technical perspectives, especially with regard to the critique of Skilbeck's model and elaboration of humanistic education model, negotiation curriculum model and authoring cycle model. Copyright © 2003 中華民國課程與教學學會.

近年兩岸三地開始課程改革，社會科課程也有一定的變化。本文就不同年代香港的社會科和常識科課程的發展，根據課程不同的取向和組成部分，對社會科和常識科的性質、目標的訂定、內容的選釋和組織、教學的策略以及評鑑的作用和方法各方面加以評析，最後試提若干提議，作為今後社會科課程發展的參考。In recent years, curriculum reforms have started in Taiwan, Hong Kong and Mainland China. There are also changes in the social studies curriculum. This article firstly examines the development of the subjects of social studies and general studies in different periods of Hong Kong. Then the orientations and components of the curriculum including the nature and objectives of social studies and general studies, selection and organization of content, teaching and learning strategies as well as the functions and methods of evaluation are analyzed. Lastly, some suggestions are tentatively proposed for future curriculum development of social studies. Copyright © 2005 中華民國課程與教學學會.

戲劇教育自1980到1990年代輸入臺灣和香港的幼兒教育，作為一個課程改革的方法，過去多數研究集中在教學的實踐，很少以社會文化對照的角度分析這個來自西方的教育模式在地化過程。本文以「全球在地化」的理論，運用視像人種誌的研究方法，透過臺港兩地教學案例，探索與描述兩地幼兒機構進行戲劇教育全球在地化的實踐。研究結果發現，在戲劇教育模式、課程定位及教學方法等面向，臺灣具有調和、主軸及兒童本位的特點，而香港則是單一、邊陲與劇藝的特性。究其因多半和社會文化背景、教育體制、教師培訓和戲劇教育推動方式等方面的差異有關。另外，兩地戲劇教育研究員也從對話中找到可互相參考的全球在地化策略，做為未來亞洲國家發展戲劇教育在地化的借鏡。As a pedagogy for curriculum innovation, drama education was introduced to Taiwan and Hong Kong early childhood education in the period between 1980 and 1990. Previous studies have mostly focused on the use of drama education, but rarely looked into the localization of this western teaching mode from a socio-cultural perspective. Based on the theories of glocalization, this paper examined lesson samples from Taiwan and Hong Kong by visual ethnography to explore and describe the processes and modes of glocalization of drama education in the two regions. The results showed that with respect to the drama education approaches, curriculum positions and teaching methods, Taiwan implements drama education with a mixture of various approaches and views it as a child-centered, core practice, while Hong Kong uses it in a relatively homogeneous, peripheral and theatrical manner. This discrepancy mostly resulted from different colonization backgrounds, education policies, teacher trainings and ways of promoting drama education. In addition, through dialogues the researchers of drama education from these two regions have made reference to each other's strategies of glocalizing drama education, with which they may provide suggestions for the attempt to localize drama education in other Asian countries. Copyright © 2018 中華民國課程與教學學會.

本研究主要以香港的六位通識教育科科主任的訪問內容，加上政府出版的通識教育科課程指引和其它相關研究，析評高中通識教育科的課程設計和決定。結果發現，通識教育科在許多方面的特徵，例如：目標、內容、教學法、組織、評估、教育知識規範、專業化形式等，均與「傳統科目」有所不同。這些特徵令師生之間的教學關係形成弱架構的特色，增加了師生的權力。師生在知識習得和傳遞方面，擁有一定程度的權力。其次，科主任作為課程的領導者，在該科的各項課程要素中，擁有一定程度的自主權，在科組的「學與教」方面繼續扮演街頭官僚的角色。
[Copyright © 2013 中華民國課程與教學學會]