學校課程決定的基礎:政策制訂者對課程政策的理解

霍秉坤, 甘國臻, 陳健生

Research output: Contribution to journalArticles

Abstract

回歸後,香港特區政府推行了多項課程改革,學者亦積極地探討有關的課程政策及議題。近年,用軟、硬政策概念分析新課程政策的性質,引起教育界人士的關注。在本文中,研究者從學校政策制定者的角度,瞭解學校如何理解新課程,以及如何制定應對措施。研究在三所小學進行,結果發現學校政策制定者對新課程的軟、硬性質有不同的理解;而且,他們基於這些理解,決定學校的課程取向。
Following its return to Chinese sovereignty, the Hong Kong Special Administrative government has implemented major curriculum reform policies. These have led to a great deal of discussion among scholars. The concepts of ‘soft’ and ‘hard’ policy have been used to analyze the nature of these policies. The current study has used these concepts but has taken the perspective of school policy makers from three primary schools in an attempt to understand implementation issues. The results show that school policy makers have distinctive understandings of the ‘soft’ and ‘hard’ nature of current curriculum policies and these understandings are the foundations for school curriculum decision making. Copyright © 2010 國立暨南國際大學教育政策及行政學系教育政策論壇編輯委員會.
Original languageChinese
Pages (from-to)143-176
Journal教育政策論壇
Volume13
Issue number1
Publication statusPublished - Feb 2010

Citation

霍秉坤、甘國臻和陳健生(2010):學校課程決定的基礎:政策制訂者對課程政策的理解,《教育政策論壇》,13(1),頁143-176。

Keywords

  • 政策制定
  • 課程
  • 課程理解
  • Policy making
  • Curriculum
  • Curriculum understanding
  • Alt. title: The foundation of school curriculum decision-making: School policy makers’ understanding of curriculum policy