中國大陸與香港課程改革政策及其實施之比較

A Comparative Study on the Policy and Implementation of the Curriculum Reform in the Mainland of China and Hong Kong

中國大陸與香港兩地課程改革已然走過十年，課程也不再只停留於理想或文件層面，而是進入課堂中的運作與經驗層面。本文通過文件分析法和比較研究法，從文件課程和運作課程兩個方面對大陸與香港的課程改革政策進行比較。結果發現：兩地在課程改革的歷史與背景上雖有差異，但都反映知識經濟、全球課程改革趨勢的要求；在課程改革決策與設計上都採取「研究、發展和傳播」模式，關注學生為本和學生全人發展，並設計彈性的課程結構；在課程改革實施上遭遇新課程形式與教師能力不足、多元評價體系與考試文化之間矛盾等問題；在課程改革的影響與效果上，新課改帶來教師理念的更新和學生能力的提升，也對教師教育改革產生間接影響；兩地課程改革從文件層面到運作層面仍然存在落差，大陸地區因為地域廣、差異大而導致落差更突出；兩地所共通的分權取向在實踐中依然遭遇困境，尤其在大陸新課改中更是加劇教育不公平。

A decade has passed since the commencement of the curriculum reform in the mainland China and Hong Kong. The curriculum no longer lingers on ideal or formal level, but instead it has been penetrated into the class practice and real experience. This study adopts both formal analysis and comparative method, in terms of formal curriculum and instructional curriculum, to make a contrast between the reform policies in the mainland and in Hong Kong. The result reveals: in spite of the difference between the two, both care about knowledge economy and global curriculum reform tendency; “research, development and diffusion” model is introduced into both of their design of curriculum reform policy to be students-oriented and to work out flexible curriculum structure; Problems like teachers' lack of enough capacity or the conflict between multiple assessment system and exam culture have arisen; as for the influence and result, the new curriculum reform on one hand has refreshed teachers' idea and improved students' ability, on the other hand it also indirectly affects the reform of teacher education; there is a gap in the actual practice between the two places, and the mainland, for its vast land and regional differences, is more apparent in this point; Decentralization is impeded both in the mainland and Hong Kong, especially in the mainland reform, it boosts the inequality in education.