HKIER

摘要

踏入21世紀，香港中學中文科課程進行了一項重要革新，就是取消指定範文，容許學校根據學生需要編選教材。然而，教育當局於2015年修訂高中中文科課程，重設指定範文12篇。本文通過分析官方文件和訪談課程決策者，探討重設指定範文的理念。研究發現，重設指定範文主要為回應前線教師訴求，在決策者眼中是無奈的妥協。然而，決策者在決策過程中重新界定問題，為指定範文定位，刻意避免重現課程改革前的學習異化現象，除了強調培育學生的人文素養，亦保留新課程開放教材和重視能力遷移的精神。研究結果對了解指定範文在高中中文科課程的定位和香港中文科課程的發展方向，都有重要意義。

關鍵詞：中文科課程；課程變革；指定範文；課程決策；香港

Abstract

Around the year 2000, the Hong Kong secondary Chinese language curriculum underwent a major reform. Significantly, the curriculum no longer prescribed any texts. Instead, schools chose materials to fit their students’ needs. In 2015, the revised senior secondary Chinese language curriculum reintroduced 12 required classical texts. This study explicates the rationale behind the changes, through analyzing government documents and interviewing decision makers. The recent change was a compromise by decision makers to address frontline teachers’ concerns. However, the decision makers reframed the problems and positioned the prescribed texts in the curriculum. In doing so, the decision makers hoped to avoid the problems of the old curriculum, to preserve the spirit of the new curriculum, and to advance the cultivation of moral and cultural development. The study findings deepen our understanding of the key features of the revised curriculum and the positioning and development of the Chinese language curriculum in Hong Kong.

Keywords: Chinese language curriculum; curriculum change; prescribed texts; curriculum decision making; Hong Kong