The establishment of the Hong Kong Special Administrative Region has brought about enormous structural, social, economical, political and cultural changes to society. The government, the public, and other parties concerned find the need to cope with the multi-faceted changes by reviewing the existing systems and policies as to provide information for improvement or reform, wherever necessary. Education is undoubtedly on the reform agenda. Art education, which forms part of the core curriculum of general education and plays a role for developing an all-round being, deserves due attention. This study intends to obtain a thorough picture on the changes of the philosophy and rationale of art education in the past forty years by a descriptive study on the aims of art education in the official art syllabi of junior secondary schools. The study finds that there is a paradigm shift in art education in Hong Kong: from emotional personal experience to the cognitive and affective learning; from a single dimension of educational aims to multi-dimensional; from mere personal development to personal development, socialization, economic productivity, and further learning.
[Copyright © 2000 The Hong Kong Institute of Education.]

In Hong Kong, except for Art and Craft and Physical Education, official approved school textbooks for pupils and handbooks for teachers are widely used in primary schools. When Art and craft primary teachers in Hong Kong plan for their lessons, they can only follow the official curriculum prepared by the Curriculum Development Council of the Education Department of Hong Kong. Thus, the official curriculum plays a very important role in guiding the primary Art and Craft teachers in planning their taught curriculum. In the first part of this chapter, a brief historical account on the introduction of art education in Hong Kong is given. Then, the chapter examines the developmental trend of the aims of the planned Hong Kong Primary Schools Art and Craft Curriculum from the 1950s to the 1990s. Finally, it discusses both the external and internal factors that influence the art education in Hong Kong.
[Copyright © 2000 The Hong Kong Institute of Education.]

過往人們研究香港的教育發展，多從官方資料入手。官方資料雖然重要，但畢竟只是歷史建構的多種根據之一，只能提供一個角度。另外，1974年中文成為法定語言之前香港官方的資料單以英文表述，反映了英文所負載的利益和觀點。本文嘗試從民間和中文的角度去建構1930–1950年代香港教育的發展，透過對中文報章資料的系統分析，探討了這時期香港教育量的發展、公私營學校的消長、質的改善、教育機會與甄選、學生的精神面貌等方面的情況，揭示了少為官方資料所反映的社會各界人士的所思所想和所作所為，相信對更清晰地瞭解這一時期香港教育發展的來龍去脈，具有積極的作用。
[Copyright © 2007 香港中文大學香港教育研究所.]

In Hong Kong, except for Art and Craft and Physical Education, official proved school textbooks for pupils and teacher's handbooks are widely adopted by all primary school subjects. When Art and craft primary teachers in Hong Kong schedule their lessons, they can only follow the official curriculum prepared by the Curriculum Development Council of the Education Department of Hong Kong. Thus, the official curriculum plays a very important role in guiding the primary Art and Craft teachers in planning their taught curriculum. In this paper, the writer tries to examine the developmental trend of the aims of the planned Hong Kong Primary Schools Art and Craft Curriculum from 50's to 90's.

The establishment of the Hong Kong Special Administrative Region has brought about enormous structural, social, economical, political and cultural changes to society. To cope with these multi-faceted changes, there is a need to review the existing systems and policies as to provide information for improvement or reform. Education is undoubtedly within the criteria for revision. Art education, that forms part of the core curriculum of general education, plays a role for developing an all-round being should invite certain amount of attention. This study tended to obtain a thorough picture on the changes of the philosophy and rationale of art education in the recent forty years by a descriptive study on the aims of art education in the official art syllabuses of junior secondary schools.

二十一世紀的課改在教材方面強調單元組織教材，並提出一些編選教材的原則和方法，為了落實教改的精神，課程發展處規劃了一個單元示例。這個示例與二十世紀五十年代以來初中語文教科書的編選體系，有沒有承傳的關係？ 二十世紀二十年代，單元教學傳入中國，從此初中語文單元教學的發展，經歷了文選型系統、知識型系統、文體型系統、能力型系統及人文型幾個承傳與創新的階段。 本文的研究目的在於了解香港二十世紀五十年以來初中中國語文教科書編選體系承傳與創新的發展情況，供教科褚編選者參考，以便建構不同的教科書編選體系。 研究的方法先根據系統論、學科論、能力結構論、認知論及課程論等來建構一倨科學的語文教科書編選體系。然後從二十世紀五十年代以來，每套教科書編者的話或編輯說明及課文目錄來歸納它的編選體系。研究者利用科學的編選體系來評論二十世紀五十年代以來各教科書編選體系的承傳與創新關係。