教育研究學報



香港課程諮詢組織:架構、特色和評議

2005.第20卷第2期(Vol. 20 No. 2).pp. 265–287
 

香港課程諮詢組織:架構、特色和評議

Curriculum Advisory Bodies in Hong Kong: Structure, Characteristics and Critique

霍秉坤(Ping-Kwan FOK)

摘要

2001年6月,香港課程發展議會發表《學會學習:課程發展新路向》,提出了翻天覆地的課程大革新,包括課程總目標、具體項目、評估制度、教學方法、學校文化等。然而課程改革必須能在教室實踐,也須著重教師在實施時的重要角色;是以在制訂和實施過程中應充分諮詢各方,尤其是教師的意見。本文嘗試深入描述和分析香港課程的諮詢組織,全文分作三部分,先簡述香港課程發展的諮詢組織,再闡述其發展特色,最後以評議作結。

關鍵詞:香港;課程;諮詢組織

Abstract

In June 2001 the Hong Kong Curriculum Development Council issued Learning to Learn: The Way Forward in Curriculum Development, which proposed numerous items for reform. These items included overall aims of school curriculum, specific measures, assessment for learning, teaching strategies, school culture, etc., which could be regarded as a curriculum reform with tremendous changes. However, curriculum is a practical issue with teachers performing a crucial role in its implementation. In the processes of curriculum decision and implementation, to consult various parties, especially teachers, is important to the success of the reforms. This article is divided into three parts to illustrate that there is still room for improvement in this respect. First is to briefly describe the advisory committees in Hong Kong curriculum development. Second is to discuss the characteristics of curriculum development in Hong Kong. Finally, a critical analysis is made. The author stresses that the ways for improving the effectiveness of curriculum advisory bodies are yet to be confirmed; more studies need to be done on this issue.