學前教育推行統整課程的爭議：香港幼稚園的個案研究

課程發展是近代西方國家教育改革的重要內容之一，課程統整的議題一直都備受爭議。香港教育局推出的《學前教育表現指標》（2000）和《學前教育課程指引》（2006）均要求本地幼稚園推行統整課程，以融合六大學習範疇。本文立足於統整課程的基本含義，通過回顧學者論述的推行統整課程存在的爭議，繼而對香港一所幼稚園推行統整課程的現狀作出研究和分析，旨在透過該所幼稚園的現況反映目前香港幼稚園在推行統整課程中存在的一些問題和不足之處，在此基礎上深入討論在課程統整的過程中教師協作、以研究為基礎的實踐和課程管理三個問題。
Curriculum development has long been an agenda of education reform in many Western developed countries. Currently, the issues in curriculum integration are at the centre of debates. In Hong Kong, the Education Bureau published the first edition of Performance Indicators in 2000 and a Guide to Pre-primary Curriculum in 2006. Both documents advocate an integrated approach to curriculum organization. Preschools are encouraged to provide holistic, meaningful experience through integrating the six domains of curriculum area. This article aims to offer an understanding of the issues of implementing integrated curriculum through a case study of Hong Kong kindergartens. It will begin with a literature review on curriculum integration. Following that, a brief background of curriculum development in the local field of early childhood education will be provided. The issues of implementing an integrated curriculum and related influencing factors were investigated from the perspectives of teachers of a case study school. The findings revealed the significance of, difficulties with, and issues driving the process of curriculum implementation. In this respect, the implications on teacher collaboration, research-based practice and curriculum management are discussed. Copyright © 2010 The Hong Kong Institute of Education.