This paper discusses the transmission of traditional culture in schools from the perspectives of curriculum design and teaching approach. It focuses on the establishment of a Chinese music curriculum model, the content of which is a part of a larger study concerning the role of Chinese music in secondary school education in Hong Kong. The study employed a two-prong survey approach by utilizing a questionnaire and a list of pre-set interview questions in order that the data collected could complement and supplement each other. The questionnaire survey was conducted among 426 secondary school music teachers with a return rate of 51.5% while the interviews were conducted among 26 professionals from the cultural sector in Hong Kong. As a part of the results of this study, a curriculum model was established, which underpins a comprehensive approach in the teaching of Chinese music encompassing various issues in education associated with the problem of the selection of teaching contents and teaching approaches, especially in regard to traditional culture.
[Copyright © 2003 The Hong Kong Institute of Education.]

This chapter aims to construct a comprehensive framework for conceptualizing and analyzing the nature, scope, and issues of curriculum change and development so as to inform practice and policy-making. In the first part of the chapter, three important concepts, namely, globalization, localization, and individualization, are delineated and then operationalized for improving the relevancy and values of curriculum. The second part presents a new structure of curriculum effectiveness to conceptualize the complex, dynamic relationships among the various essential components of curriculum at the different stages of the teaching and learning processes. Further, some specific recommendations are proposed for studying, developing, and improving multi-level curriculum effectiveness. Finally, the chpater discusses and compares three approaches to developing teacher competence and conducting curriculum change. It is hoped that the comprehensive framework and related concepts are helpful to policy-making and curriculum change and development in Hong Kong and other parts of the world.
[Copyright © 2000 The Hong Kong Institute of Education.]

本文全面闡述了社會轉型期香港教育與課程改革所面臨的一系列重大問題。文章基於國際視野對當前香港課程改革的四個策略問題展開系統探討，這就是：提高教師與學生的“教育反思”水平；校本課程發展及專業文化發展的確立；課程改革與文化；歐洲后現代文化思潮的啟示。
[Copyright © 2001 華東師範大學出版社.]

本文通過對伍少梅工業學校發展校本課程的具體案例進行描述和分析，展示了香港校本課程發展的潛力和局限，並對香港成功進行校本課程發展的四個方向作出了提示。
[Copyright © 2003 華東師範大學出版社.]

香港政府近年大力推動教育改革，目的在培養更具能力、更全面發展的人才。而人才以生命為本，如何使每個人都有充實的生活，便正是生命教育的目的，本交嘗試從介紹生命教育的歷史、特質入手，探討生命教育如何與教育改革配合。作者建議以生命教育為核心、組織不同範疇的教育活動，並勾劃實踐的具體架構，供教育工作者討論。
[Copyright © 2006 優質學校教育學報.]

課程改革為重要的教育環節。在普及教育制度下，這情況更為明顯。本文旨在說明香港進行的課程改革，實施情況並不理想，原因與課程決策有很大的關係。香港課程的決策雖已朝著開放的路走，但仍然可以改進。本文分為四部份：課程改革的需要、課程改革的概況、課程決策的特色及對課程決策的建議。首先，本文說明課程改革在香港非常重要。香港作為國際城市、處於中西文化的交匯地、面對急速轉變的經濟、遇上主權回歸等因素，使課程改革更為必要。本文從經濟、政治、社會、文化、教育等方面，說明課程改革的必要性。其次，本文說明香港雖然進行了不少的課程改革，但成效卻優劣互見。歸納所舉事例的特點，其優劣與誰是課程決策者有關。第三，說明香港教育的決策，與政府的政制如出一轍，亦為行政主導、諮詢及吸納精英並行。最後，本文嘗試為香港的課程決策提出四點建議：1. 改進課程決策的參與模式，應有更多的民主成分，有更多的參與者；2. 課程發展需要鼓勵學校為本的課程設計，避免單純應用統一課程設計的理念；3. 要重視課程的決策，重視課程專家在最高層架構的意見；4. 重視專業教師的參與，使他們成為課程改革的中心。作者強調：若欲課程實施更有成效，必須注意「誰決策」的問題。如何使學校、學者、教師參與課程決策的工作，是香港教育署將要面對的重要課題。
[Copyright © 2000 中華民國課程與教學學會.]