香港教师对课程改革政策的回应:20年文献回顾

Teachers' Responses to Curriculum Reform Policies in Hong Kong: A Review of Two Decades

1997年香港回归以前,香港的课程改革政策极少考虑教师的作用。教师只是一个被动的实施者,负责忠实地执行教育署制定的改革方案与政策。1997年以后,这种情况发生了巨大转变,课程改革政策期望教师在实施中发挥积极作用。过往20年(1998—2018)的研究文献集中讨论了香港教师对两轮大规模课程改革的回应:1990年代的"目标为本课程"(TOC)以及2001年以来的第一轮课程改革——"学会学习1. 0"。学者研究香港教师对TOC的回应主要反映在教师认同感、教师关注和教师对变革的理解与诠释等方面;对"学会学习1. 0",学者从资讯科技融入教育、多元评估与校本评核、新高中课程、融合教育、共通能力与专题研习等改革措施来研究香港教师的回应。教师改变与课程改革密切相关,如何促进在课程改革大背景下的教师改变也是今后要密切关注的研究方向。

Before Hong Kong’s return to China in1997,teachers’roles had been rarely considered by the curriculum reform policies in Hong Kong.Teachers did only need to faithfully implement the reform plans and policies stipulated by the Education Department.This situation has been dramatically changed since1997.Teachers are expected to play active roles in curriculum implementation.The research literatures published in the past two decades(1998-2018)mainly focus on teachers’responses to two large-scale curriculum reforms,namely,the“Target-Oriented Curriculum”(TOC)reform in the1990s and the first round of curriculum reform since2001(i.e.,“Learning to Learn1.0”).Teachers’responses to TOC are mainly reflected in their receptivity toward,concerns about,understanding and interpretation of the reform.As for“Learning to Learn1.0”,researchers have investigated teachers’responses to the integration of information technology into education,multiple and school-based assessment,the new senior secondary curriculum,integrated education,generic skills and project learning,etc.Teachers’change goes hand in hand with curriculum reform,and how to promote teachers’change in the context of curriculum reform is also the research direction that should be paid close attention to in the future.