A Study Of Hong Kong's 2015 Edition Of Chinese History Curriculum And Assessment Guidelines(Secondary 4-6)

In 2009,Hong Kong began to implement "3+3+4" new educational system,and Chinese history is also gradually identified as an elective subject in the field of Personal Social and Liberal education.After entering the 21st century,in 2003,2007,2014,2015,four development and revision of the curriculum guidelines were carried out.This article is based on combining with the revision of the previous three,the integrated use of literature and text method,based on the relevant existing research results of domestic scholars,to carry out research on the latest Chinese history curriculum and assessment guidelines(form 4 to 6)(hereinafter referred to as the guidelines)published in 2015.The paper is divided into five parts:The first part is to form a general understanding of the four versions of theguidelines in Hong Kong since the 21st century and to explore the background and changes of the 2015 version of the guidelines on the basis of this.The second part,from a macro perspective,analyzes the "guidelines" in terms of the overall text structure,curriculum concept,curriculum design principles,and specific curriculum structure.The third part is the interpretation of the main features of the guidelines,respectively from the curriculum objectives,curriculum content,curriculum implementation three aspects of specific discussion:the objective of the course is to set the standard for the completion of a course,which embodies Hong Kong high school students' mastery of Chinese history;The content of the course is the main carrier for students to understand Chinese history,and the selection and arrangement of the course contents are guided by its characteristics;Curriculum implementation includes teaching,evaluation and resource guidance.In the fourth part is the special study of the core concept of "Inquiry Learning",combined with the the Chinese high school history curriculum support materials(in four to six),which is released by Hong Kong education bureau,curriculum development and personal,social and humanistic education group,in order to realize the comprehensive grasp of inquiry study and historical data study.The fifth part is based on the previous research on the "guidelines" and related materials,to recognize its shortcomings and form relevant thinking.