中學中國語文教學改革的過去、現在和將來

本文從中學中國語文科課程、教材、教法三方面，論述三者過去、現在及將來的發展。結果顯示：香港語文教學的科研做得不足，影響教改的步伐。後因改革過快，配套不上，影響成效。總的來說，課程設置的發展雖然比較全面，但面向二十一世紀，必須注意以下的教改項目：語文、文學、文化科的統整、銜接；中小學語文科的內涵如何在課程上全面體現出來；課程綱要和學習綱領的統整；多層次的語文能力結構、具體的訓練點和教學要求如何解構；教材的編選體系、單元結構的建構；教法如何由知識傳授變為能力訓練等，都是將來香港中小學語文教育改革的熱點問題。
This chapter explores the secondary Chinese language curriculum’s past, present, and future developments in terms of its content, teaching methods, and teaching materials. The analysis reveals that the scientific research on Hong Kong language teaching is insufficient, and the pace of education reform is thus affected. Then, the effectiveness of education reform is also hampered due to the rapid pace of education reform and the lack of coordination. In conclusion, the development of curriculum setting is somewhat comprehensive, but when the time is approaching the 21st century, due attention must be paid to the following areas in education reform: Language, Literature and Cultural subjects’ adjustment and coordination; reflection of the essence of Secondary, Primary Language curriculum with their contents; adjustment of syllabus and learning guideline; multi-dimensional cultural adjustment, concrete training basis, and decoding of teaching requirement; system of teaching material editing and construction of module structure; and transformation of teaching from knowledge to ability training. Copyright © 2000 The Hong Kong Institute of Education.