Syllabus, textbooks and examination : a study of HKDSE Chinese history = 香港新高中中國歷史科課程研究 : 論課綱、教科書和考卷的配合

Abstract

It has been over ten years since the New Senior Secondary academic structure and the HKDSE Chinese History were implemented in 2012, it is therefore an appropriate time now to review its effectiveness in creating a holistic learning experience for the students. The discussion should start from reviewing whether the three main components of a curriculum - syllabus, textbooks and examination are well-coordinated. Syllabus is the guideline and framework of the curriculum - it states what the school should teach, what students should learn, and what should be examined. However, syllabus would remain merely as a document if teachers do not teach according to what are stated in the syllabus. Textbooks can thus be regarded as a tool for interpreting the syllabus. It also bridges the gap between the curriculum and teaching in classroom. Textbooks determine what topics and ideas should be introduced in the classroom, and how they are taught. Therefore, the compilation of textbooks should be closely monitored to ensure the contents fit in the syllabus. As for the Hong Kong Diploma of Secondary Education Examination (HKDSE), it aims to measure the attainment of students. At the same time, it reflects whether the textbooks are able to deliver the subject knowledge and important values mentioned in the syllabus. Only if these three parts goes hand-in-hand, could the curriculum of HKDSE Chinese History be implemented smoothly.