基礎教育學報



中港台小學中國語文科課程綱要初步分析比較

1997.第7卷第1期(Vol. 7 No. 1).pp. 115–138
 

中港台小學中國語文科課程綱要初步分析比較

A Preliminary Comparative Analysis of the Chinese Language Syllabuses for Primary Schools Adopted by Chinese Mainland, Hong Kong and Taiwan

唐美蘭、黃顯華、關伯強、曾錫文(Mei-Lan TANG, Hin-Wah WONG, Pak-Keong KWAN, & Sik-Man TSANG)

摘要

課程綱要是學校教育的主要藍圖。本文採用內容分析的方法,將一九九零年香港課程發展議會所編訂的《小學中國語文科課程綱要》,一九九三年台灣教育部編訂的《國民小學國語課程標準》以及一九九二年中國國家教育委員會基礎教育司編訂的《義務教育全日制小學語文教學大綱》(試用)等三份課程文件,依教學目標、教學機會(教材)的選取、教學時間和教學空間等課程要素,對香港和海峽兩岸三地的小學語文科課程作較為全面的比較分析,從中發掘香港課程綱要內所潛藏的問題以及探討海峽岸在小學語文課程編製方面值得本港參考和借鑑的地方。

Abstract

A syllabus is the blueprint of school education. In this paper, the author attempts to analyze the contents of three curriculum documents, respectively the Chinese Language Syllabus for Primary Schools written in 1990 by the Curriculum Development Council, the Standard for Chinese Language Program in National Primary Schools published in 1993 by the Education Department of Taiwan, and the Chinese Language Curriculum for Obligatory Full-day Primary Schools being tried out since its publication in 1992 by the Fundamental Education Division, the Education Committee of the PRC government. In order to achieve a comprehensive comparative analysis of the primary Chinese Language Syllabuses from the three places, viz. Chinese Mainland, Hong Kong and Taiwan, a detailed description is discussed with respect to target of teaching, choice of pedagogical tools (teaching material), organization of the chosen pedagogical tools (teaching material), suggestions for the methodology of teaching, suggestions for assessment of students' learning, duration and capacity of teaching, etc. The result of the analysis is hoped to shed light on the hidden problems of the Hong Kong Syllabus and to see if we can benefit from our neighbouring places' efforts on curriculum planning.