隨著雙職家庭的增多，社會對全日制幼兒服務的需求日益增強。本文探索一間香港本地非牟利長全日制幼兒機構在校本課程改革過程中的歷程。文章以香港幼兒教育改革推行兒童為中心，遊戲為本的課程為宏觀背景，分析校內推行以“人本”為核心的課程設計與發展。分析從校本元素整合，包括機構宗旨、核心價值、校本環境設計整合、社區資源整合、以及教師專業團隊的發展等元素呈現校本課程改革成效。另外，校本整合社區資源呈現出較優質的教育資源，例如社區圖書館、社區公園、與小學共用戶外操場給幼兒教育提供生動的多元教學環境。從課程發展的角度呈現幼兒為中心的課程在本地文化背景下不斷調整和發展的動態過程，幼兒機構探索以「全腦教學 走出校園 生活學習」秉持開放自主的培育精神，將開放的課程融入在幼兒的每日生活經驗中。

Purpose – The purpose of this paper is to examine the progress of the curriculum reform in Hong Kong in the implementation phase from 2001-2006, with the agreement and support of heads and teachers on the reform. Design/methodology/approach – Survey questionnaires and focus group interviews were used to collect data from various stakeholders. A stratified random sampling method was employed to select 150 primary schools and 120 secondary schools to participate in the study. Findings – It is found that with the agreement and support of school heads and teachers, there is good progress in the reform items on teaching and learning. Findings of this paper also suggest that teachers who agreed with the reform items made changes with their practices in terms of learning and teaching strategies, catering to learner diversity, assessment for learning, developing students' language proficiency, cross-curricula learning, playing multiple teachers' roles and preparation for the new senior secondary curriculum. This study thus supports most findings from the change literature with its empirical data that educational changes and innovations with the agreement and support of school heads and teachers tend to have a greater chance of succeeding. Originality/value – The paper contributes by examining to what extent findings and views established in change literature elsewhere can be justified and enriched with the case of Hong Kong.
[Copyright © 2011, Emerald Group Publishing Limited.]

Drawing on the theoretical and analytical tools from the sociology of education, in particular the work of Basil Bernstein and Karl Maton, the paper explores the tensions within curriculum reform discourses and how these tensions play out in different global contexts. The analysis focuses on two curriculum reform policies -- Hong Kong and South Africa. On the surface the policies appear to be addressing a similar problem of inadequate schooling systems and proposing a similar solution, the restructuring of the undergraduate degree from three to four years. Drawing on the principles of temporality and specialization from Legitimation Code Theory, the analysis shows that the underlying logic for these reforms is very different. A comparison of these different logics provides insight into the highly contested space of curriculum reform and the implications for addressing inequality.
[Copyright of Teaching in Higher Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13562517.2015.1023287]

This paper aims to identify the perceptions of the current curriculum innovation in Hong Kong: Target Oriented Curriculum (TOC) by two groups of teachers: the pre-service and in-service teachers. It examines the issues regarding the context, concept and practice of TOC. Focusing on the perceptions of two groups of teachers, it attempts to clarify some issues related to the implementation of TOC and the improvement of teacher education course. When important changes take place in Hong Kong after 1997, a high priority of concern should focus on education.. It is very important that TOC should meet the needs of students and the society.

In Hong Kong, curriculum is centrally developed and teachers are expected to implement it as designed (Morris P., 1995; Nicholson A.Y.W., 1988, 1993). During the process of curriculum change, professional development plays a significant part to engender desired changes. These professional development efforts are top-down and mainly in the forms of centrally organized activities such as seminars and workshops for teachers (Cooke B.L, 1996). With a few teachers and educators involved during the development process and limited efforts to disseminate the curriculum initiatives, teachers are often left to implement the curriculum with little understanding of the rationale of these changes. Successful implementation, therefore, is left with individual teachers. Continuous professional development has been recognized as the key to school improvement (Rudduck J., 1991). It was even suggested that the extent to which professional development activities succeeded was the extent to which change succeeded (Fullan M., 1992). A whole range of activities has been identified (Huberman M, 1995). They might be individual teacher-centered, school-based or system-wide. However, traditional in- service training and staff development have been shown to be inadequate and"... network can provide fresh ways of thinking about teacher learning" (Lieberman A. & McLaughlin M.W., 1992, p.673) This paper proposes the concept of a cross-school teacher network, and shares the experience of the development of a teacher network in Hong Kong. Such network attempts to provide opportunities for practising teachers and school heads to share their concerns and their ways to deal with imposed curriculum changes. It is an ongoing process involving decisions about details of implementation, which aims to facilitate change. This is also based on the belief that teaching in Hong Kong suffers from the lack of opportunity to share as individuals, and particularly interact' with other teachers to reflect, to discuss