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教育部门应对恐同欺凌 出版年份: 2013 机构作者: UNESCO This publication is part of a Good Policy and Practice series that addresses key themes of UNESCO’s work with the education sector including HIV and AIDS and safe, healthy educational environments for all learners. This volume, on the theme of homophobic bullying in educational institutions, builds on UNESCO’s work on gender, discrimination and violence in schools. 基础教育课程指引——各尽所能 发挥所长 （小一至中三） 出版年份: 2002 机构作者: Curriculum Development Council (Hong Kong) The Basic Education Curriculum Guide – Building on Strengths is prepared by the Curriculum Development Council (CDC) to advise school supervisors, school heads/principals, teachers, parents and those concerned on how to realise both the aims of education (EC, 2000) and the recommendations made in the report on Learning to Learn – The Way Forward in Curriculum Development (CDC, 2001) for life-long learning and the whole-persons development of students. This Guide replaces the Guide to the Primary 1 to 6 Curriculum (CDC, 1993) and the part on junior secondary level of the Guide to the Secondary 1 to 5 Curriculum (CDC, 1993). It aims to provide:• Recommendations of a central curriculum for schools and time allocation which all schools to adopt at primary and junior secondary levels• Suggestions for actions in school curriculum planning, learning and teaching and assessment to improve the quality of education, and for school-based adaptations to build on the strengths of Hong Kong schools as well as to meet the needs of students• Illustrative examples in authentic school contexts• Opportunities for reflection by school heads/principals, teachers and related parties 生活与社会课程指引（中一至中三) 出版年份: 2010 机构作者: Curriculum Development Council (Hong Kong) The 21st century is a rapidly-developing era in which students face social, economic and political changes, which also bring diverse and complicated values. These have created opportunities and challenges on students’ personal development, learning and future careers. Schools have to provide an appropriate curriculum to cater for the needs of students on their personal growth and future development so Life and Society (S1-3) has been drawn up for this very purpose.With the advent of the first decade of the Millennium, Hong Kong has been experiencing rapid changes on the economic, social and political fronts. Facts such as greater economic integration with the mainland (particularly with the Pan-Pearl River Delta Region), opportunities and challenges brought about by rapid economic growth on the mainland, increasing global economic interdependence, greater social diversity and Hong Kong’s move towards universal suffrage for the selection of the Chief Executive and the Legislative Council will bring the next generation face to face with new social, economic and political landscapes as well as new ideologies. In a curriculum document prepared by the Curriculum Development Council the following statements were written: “…contemporary society has undergone significant changes and rapid development…” and “students…need to have an in-depth understanding of themselves, the local community, the nation and the world if they are to become confident, informed and responsible persons.”1 With the second decade just around the corner, schools must ensure that students become knowledgeable with these trends so that they can participate fully in the development of the society in the future.The introduction of Liberal Studies as a core subject in the senior secondary curriculum requires junior secondary students to acquire solid foundation knowledge on Personal Development and Interpersonal Relationships, Hong Kong Today, Modern China and Globalization, etc. The current S1-3 EPA and Social Studies were developed during the last century to meet educational needs at that time but they do not provide the essential learning experiences students need for tomorrow. Life and Society (S1-3) integrates and updates the curriculum for these two subjects and provides a broader perspective on life and society. It effectively supports progress in Liberal Studies and other PSHE subjects at senior secondary level.The open and flexible curriculum framework of the Personal, Social and Humanities Education Key Learning Area (hereafter “PSHE KLA”) enables schools to adopt different modes of curriculum organization to achieve the learning targets stated in Personal, Social and Humanities Education Key Learning Area Curriculum Guide (hereafter “PSHE KLA Guide”) (pp. 23-24). This curriculum framework has been implemented in schools for almost decade. In order to facilitate further development of the PSHE curriculum framework, a set of essential learning elements has been developed in Life and Society (S1-3) to serve as a frame of reference, against which schools can analyse and assess their own school-based curricula. This set of essential learning elements is a guide of schools to plan and make decisions on their curricula. 
国家课程标准与框架的解读 出版年份: 2001 作者: Cui Yunkuo 本文致力于阐释国家课程标准的性质、框架和课程目标的陈述技术。首先，探讨了课程标准的性质，对于课程标准的规定性作了描述。然后讨论了课程标准框架的规范性陈述方式，并提供了我国第一个国家课程标准的框架。最后阐述了课程目标的陈述技术，以及学习水平与行为动词等问题。 
学校知识与课程标准 出版年份: 2000 作者: Zhong Qiquan 基于课程社会学，对于学校知识的批判增加。文章首先讨论了中国和日本的教育问题，并强调了“素质价值”与课程标准间的重要关系。文章讨论了课程构成的四要素：课程目标、课程内容、课程实施和课程评价，及其与课程标准编制的关系。 2014 课程标准 品格与公民教育 小学 出版年份: 2014 机构作者: Singapore. Ministry of Education. Student Development Curriculum Division Character and Citizenship Education (CCE) has always been at the heart of Singapore's education system. In CCE, students learn to be responsible to family and community; and understand their roles in shaping the future of nation. The emerging trends and global developments that impact the society, such as social changes, globalisation and technological advancements are taken into consideration in the development of the CCE curriculum.The goal of CCE is to inculcate values and build competencies in students to develop them to be good individuals and useful citizens. Since 1959, various key programmes have been introduced to inculcate values, habits, competencies and skills in students. Some of these programmes include Civics and Moral Education (CME, 1992), National Education (NE, 1997), Social and Emotional Learning (SEL, 2005), and learning experiences such as Co-Curricular Activities (CCA). The new CCE curriculum shifts focus from programmes to a common purpose. The desired outcomes of CCE are aligned to the Key Stage Outcomes (KSOs) and Desired Outcomes of Education (DOE). CCE is central to the Framework for 21st Century Competencies and Student Outcomes. It emphasizes the interconnectedness of the core values, social and emotional competencies and civic literacy, global awareness and cross-cultural skills that are critical for character and citizenship development of students.