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香港課程指引與校本課程規劃:六個可行步驟

香港課程指引框架下,校本課程規劃的六個實務步驟:訂定學習重點、選教材、編排課時、設計評估、分配人手,以及每年檢視,並提供現成教材套件參考。

香港課程指引與校本課程規劃:六個可行步驟

簡答:課程發展議會(CDC)編訂的課程指引——例如《基礎教育課程指引》(小一至小六)與《中學教育課程指引》——只訂立學習重點與整體方向,具體如何落實到每所學校,則有賴各校自行規劃。校本課程規劃並非另起爐灶,而是在指引框架之內,按學生程度、師資與教學進度表,做出六項具體決定:訂定學習重點、選取教材、編排課時、設計評估、分配人手,以及每年檢視成效。

課程指引本身規定了甚麼,又留白了甚麼?

課程指引訂出各學習領域的學習目標與建議課時比例,但刻意不規定教科書、教學法或每課的具體內容。這種留白並非疏漏,而是讓學校按校情自行填補的設計。

換言之,指引提供的是「應該學到甚麼」,校本課程規劃提供的是「怎樣學到」。兩者缺一不可,但角色截然不同。

第一步:訂定學習重點,可以怎樣做?

由科組主任帶領科組,對照課程指引,選定本學年必須覆蓋的核心學習重點,並標明哪些屬於「必教」,哪些屬於視乎課時彈性處理。一份寫得清楚的重點清單,勝過一份鉅細無遺卻無人跟從的教學大綱。

選教材與編排課時,如何避免各自為政?

教材選擇應該由科組共同決定,而非個別老師各自為政,否則同一級不同班的學習內容會出現明顯落差。課時編排則需要對照學校的整體時間表,預留機動課節應付測考、活動日或突發停課。

一套結構清晰的現成教材,可以大幅縮短科組討論教材的時間,把省下來的時間用於評估設計與課堂支援。

現成的課程套件

更多選擇見Hong Kong Curriculum Teaching Resources (P1–S6)系列。每份下載均設三十日內可全額退款保證。

需要說明的是,以上兩套教材均為英語授課(EMI)課堂設計,並非香港教育局或課程發展議會編製,亦不含中國語文科的教學內容——校本課程規劃的原則同樣適用,但教材本身仍須按科目性質另行選取,例如Geography Complete curriculum可作地理科的參考起點。

評估設計與人手分配,如何落實到每年檢視?

評估方式應該在學年開始前設計好,而不是留到測考前一星期才倉卒編寫,否則評估內容與教學重點容易脫節。人手分配方面,新入職老師與資深老師負責的教學重點應該有明確分工紀錄,方便日後交接。

每年學年結束前,科組應該用半天時間檢視:哪些學習重點學生掌握得好,哪些需要來年加強,並將結論寫成簡短紀錄,成為下一年規劃的起點,而非每年由零開始。

如何因應學生程度調整校本課程?

能力稍遜的學生:將核心學習重點拆細,先確保基本概念穩固,再逐步加入延伸內容。

一般程度的學生:按科組訂定的進度表正常推進,配合定期形成性評估。

能力較強的學生:在核心學習重點以外,加入延伸探究任務或跨學習領域的連結項目。

校本課程規劃最常見的失誤有哪些?

第一,將課程指引直接當作教學大綱使用,忽略了指引本身要求學校自行填補教學細節的設計原意。第二,教材選取各自為政,導致同級不同班進度不一致,學生轉班後銜接困難。第三,評估設計臨急抱佛腳,與學習重點脫節,結果評估分數無法反映真正的學習成效。

常見問題

校本課程規劃是否需要教育局個別審批?

不需要。校本課程規劃屬於學校本身的專業自主決定,毋須逐項呈交教育局審批,但仍須符合相關課程指引的整體方向。

本文提及的教材是否經教育局或考評局審批或推薦?

不是。本文所提及的所有教材均為獨立製作的教學資源,並非教育局出版物,亦未經考評局或任何公開考試機構審核、批准或推薦,使用前請按校本情況自行判斷是否合適。

校本課程規劃需要每年由零開始嗎?

不需要。建議做法是每年在上一年的紀錄基礎上檢視及微調,而非每年重新規劃整個課程。

課程指引與教學進度表有甚麼分別?

課程指引由課程發展議會編訂,適用於全港學校;教學進度表則是個別學校或科組按指引自行編訂的具體執行文件,兩者層次不同。

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