課堂學習研究是一種校本行動研究，主要由同科同級的教師針對學生的學習難點，以變易理論為指導設計教學方案，並由不同教師輪流施教、檢討教學成效並提出改善方案。課堂學習研究不但有助於教師的專業發展和提升，而且還利於推動校本課程的開發，包括加深教師對學生學習情況的了解，對現有教學內容和教材進行客觀驗證和有效調整以及激勵教師開發和嘗試新的教學方法和策略。

本文介紹了香港特區2005年至2008年在中小學開展的「優化課堂學習計劃」的背景、內容、實施情況、實施成效等。該計劃以 “課堂學習研究” 為平台，致力於改善課堂教與學、促進教師的專業發展，取得了豐富理論和改進實踐兩個方面的豐碩成果，對教師專業發展產生了深遠影響。

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.]