HKIER

摘要

新修訂的中學中文科課程在處理語文基礎知識方面有不少未盡妥善之處，包括不合理地劃分學習階段，所選取的學習重點並非處於相同的層次，不必要地重複學習內容，未能清晰具體地描述各個學習重點。本文參考了內地學者在這方面的研究經驗，釐清語文基礎知識的性質和定位，並就如何解決上述問題提出建議。

關鍵詞：語文基礎知識；中國語文科課程；學習重點

Abstract

The newly revised Secondary School Chinese Language Curriculum shows various inadequacies in dealing with the part of basic language knowledge, such as the unreasonable division of learning stages, the inconsistent levels of the learning objectives selected, the unnecessary duplication of learning content, and the unclear description of the learning objectives. With reference to the research experience of mainland scholars in this field, this article clarifies the nature and the position of the part of basic language knowledge in the curriculum, as well as proposes how to resolve the above-mentioned problems.