HKIER

摘要

自教育當局於2001年以《學會學習──課程發展路向》掀起全面而大規模的課程改革以來，香港學校課程發展在過去18年已進入持續更新的階段，例如2009年推行的「三三四」學制，2015年推動STEM教育等。就不同的官方調查研究所得，這股持續革新的浪潮已得到教師和學校廣泛採納且落實推行。在香港特別行政區政府以此認定課程改革具有積極正面果效的同時，這是否足以反映改革的整體實況呢？有見及此，本文將檢視不同的官方報告和國際調查，以檢視改革的落實程度；藉判別影響課程實施的關鍵因素，衡量改革的真正成效。建基於這些實施因素和成果衡量，本文將為課程改革日後能持續發展提出具體方向和可行策略。

關鍵詞：課程改革；課程實施；課程評鑑；香港

Abstract

Since the implementation of the large-scale and comprehensive curriculum reform in 2001, the Hong Kong education authority has, in the past 18 years, continuously introduced a series of curriculum reforms such as the “334” curriculum in 2009 and STEM in 2015. In the implementation studies funded by the Government, it was found that this wave of reform has been widely adopted and implemented by teachers and schools. The Government also claimed that the curriculum reform has brought about positive outcomes. Is this really true? This article attempts to review the official reports and studies by academics to assess the level of implementation, to identify the factors affecting the implementation, and also to gauge the outcomes of the reform. Based on the review, direction and strategies of sustainable curriculum development is discussed in the conclusion.

Keywords: curriculum reform; curriculum implementation; curriculum evaluation; Hong Kong