HKIER

摘要

香港戰後歷史課程的變革，環繞著年代的長短遠近、不同範圍歷史之間的比重、歷史資料的教學用途等課題。近年特區政府推行教育及課程改革，歷史課程的芻議引起社會人士的廣泛討論。然而，改革以理念為主導，欠缺紮實的研究根基。本文建基於一個以近代中國及香港歷史人物為軸心的中一校本課程個案研究，透過問卷調查、學校活動、開放題及焦點小組面談等方法，聆聽學生在學習歷史過程中的聲音，藉此探討他們對歷史知識及歷史思維的觀念。

Abstract

The changes of history curriculum in post-war Hong Kong mainly evolved around the issues of time duration, selection of content areas, and introduction of historical databased questions. The current wave of curriculum reform proposed by the Hong Kong SAR government has witnessed the contested nature of history education, but still lacks a grounded discussion of the everyday practice in history classrooms. Based on a case study of a school-based experimental curriculum which focuses on how historical figures shaped the course of history of Hong Kong and modern China, this article examines students' perception of historical knowledge and understanding through tapping their voices in questionnaire survey, school activities, open-ended questions, and focus group interviews.