香港地区中小学课程教材政策:历程、逻辑及价值取向

Hong Kong’s region Policies on Curriculum Textbooks for Primary and Secondary Schools:Historical Development,Logic,and Value Orientation

课程教材政策是教育政策的重要组成部分。以重要政治历史事件时间为界,结合政策发展的阶段性特征,将香港地区中小学课程教材政策的发展历程划分为有限管理、强化管理、回归调整和全面规范四个时期。在此基础上,构建了香港地区现行课程教材政策的基本逻辑:在政策目标上,持续强化国家安全和爱国主义教育;在政策主体上,致力于协调多元主体间的利益;在政策路径上,巩固特区政府、教育主管部门、学校三级管理体制;在政策工具上,丰富教材治理工具,发挥工具的协同效应。香港地区中小学课程教材政策体现出融入国家发展大局、注重以人为本和树立开放教材观的价值取向。

Curriculum textbook policy is an integral component of educational policy.Based on significant political and historical events and the phased characteristics of policy development,the development process of curriculum textbook policy for primary and secondary schools in Hong Kong region is divided into four periods:limited management,strengthened management,adjustment upon return,and comprehensive standardization.Based on this,the basic logic of Hong Kong’s region current curriculum textbook policy is constructed:in terms of policy objectives,there is continuous reinforcement of national security and patriotism education;concerning policy subjects,efforts are made to coordinate interests among diverse stakeholders;regarding policy pathways,the three-tier management system of the Special Administrative Region government,education authorities,and schools is consolidated;and regarding policy tools,governance tools for textbooks are enriched to leverage their synergistic effects.The curriculum textbook policy for primary and secondary schools in Hong Kong region reflects values oriented towards integrating into the national development agenda,prioritizing people-centered approaches,and advocating for an open-minded perspective on textbooks.