WONG Hin Wah 黃顯華

Research Projects


  • Developing and Conducting a Review into the Support Services Offered to Schools
  • WONG Hin Wah LIN Mei Yi, MAK CHAN Shuk Yin, NG Mau Yuen Eric, LAU Kit Ling
    1 February 2006
    Education and Manpower Bureau, HKSAR Government

    To strengthen the professional capacity of the language teachers, SCOLAR recommended the setting up of a task force to provide support to schools. This task force of experienced teachers and language experts was to focus on supporting schools to implement curriculum reform, with particular respect to language learning and teaching. This project is to evaluate the effectiveness of the support services offered by the Task Force on Language Support to primary and secondary schools in Hong Kong. The objectives of the study are (a) to review the effectiveness of support provided to schools by the Task Force; (b) to identify critical factors at the system level which lead to various changes including positives ones; (c) to assess and track improvements in various domains and (d) to identify practices and conceptualize the multiple factors that contributed to these performances. (ED05535)


  • Professional Development Course for Secondary School Graduate Teachers 2003-2004
  • WONG Hin Wah
    1 October 2003
    Education & Manpower Bureau, HKSAR Government

    The Faculty of Education and the Hong Kong Institute of Educational Research of The Chinese University of Hong Kong were commissioned by the Education Manpower Bureau to offer the Professional Development Course for Secondary School Graduate Teachers in 2003/2004 school year. The primary aims of the one-year part-time Course are to provide graduate schools teachers with up-to-date methods of teaching and learning in secondary schools, and to equip them with basic knowledge and skills in action research and mentoring support in schools through action learning projects.
    The Course is designed:
    to update teachers on new developments and innovations in their major subject discipline; to introduce teachers to the up-to-date theories and practice of mentoring support in schools; to provide theoretical knowledge and practical skills on Action Research;
    to widen teachers’ perspectives in student guidance, counseling and discipline in schools; to provide training in management skills so as to prepare teachers to assume the role as a mid-leave leader; and to update teachers on developments and current issues in curriculum, teaching and school education. (ED03975)


  • Professional Enhancement Programme on Environmental Education for Primary School Teachers
  • LEE Chi Kin John, WU Kam Wah, LAM Kin Che (Dept of Geography & Resource Management), SIU Lai Ping Teresa, YIP Din Yan, FUNG Yee Wang (Faculty Office of Education), MAK CHAN Shuk Yin, CHUI Ching Ying, LAI Man Hong (Dept of Educational Administration & Policy), LAM Wing Po (Ctr For University & School Partnership), MA Hing Tong (Faculty Office of Education), TANG Yiu Nam, CHEUNG Tsui Man (Faculty Office of Education)#, Tang Mei Sin*, LAI Tak Fai Larry*, Prof Moira Chan-Yeung*, Dr Daniella TILBURY*, WONG Hin Wah
    1 December 2001
    Education Department, Hong Kong SAR Government

    This project aims at providing a pioneering professional enhancement programme on environmental education for the Curriculum Development Institute of the Education Department, HKSAR. The aims of the project are:
    (1) To empower teachers to become curriculum leaders in environmental education with a view to enhancing their competency and confidence to develop school-based curriculum programmes relating to environmental education in the context of moral and civic education;
    (2) To enhance teachers’ motivation, capacity and skills in using the life event approach; and
    (3) To develop teachers’ action research skills. The project team will develop web-based self-access materials and provide face-to-face sessions including seminars, workshops, field studies and laboratory work. Participants are required to submit an action research report. Assessment of the participants will also be conducted upon the completion of the programme. (ED01686)


  • Provision Services for Conducting the “Study on the Curriculum Reform 2008”
  • FOK Ping Kwan, LO Nai Kwai Leslie (Educational Administration & Policy), WONG Hin Wah (Hong Kong Institute of Educational Research), CHAN To, CHU Ka Wing, HA Sau Ching Amy (Sports Science & Physical Education), HAU Kit Tai (Educational Psychology), LAU Kit Ling, Edith Lai, LEUNG Yat Ming (Ctr for University & School Partnership), NG Pun Hon, TANG Kwok Chun*, TANG Lai Yiu Eunice, WONG So Lan*, XU Huixuan (Office of University General Education)
    6 June 2008
    Education Bureau

    The study aims at exploring the views of stakeholders concerning the curriculum reform in the past few years, with three specific objectives (Education Bureau, 2008, pp.1-2):
    1. In the report entitled Learning to Learn: The Way Forward in Curriculum Development, 2001, the Curriculum order to inform the way forward for curriculum reform for 2012 and beyond. As the baseline snapshot at the beginning of the medium-term phase of the reform, the information collected would provide the basis for tracking the development of the curriculum reform in basic education (Primary 1- Secondary 3) and the impact on students in medium-term phase;
    2. In the 2005 report entitled The New Academic Structure for Senior Secondary Education and Higher Education: Action Plan for Investing in the Future of Hong Kong, the blueprint for a new academic structure which comprises a 3-year school curriculum at senior secondary level and a 4-year undergraduate programme at university, and the road map for introducing the new academic structure were laid out. The Study is to solicit views from secondary school heads/deputy heads, middle managers and teachers on curriculum planning and preparation as they migrate towards the New Senior Secondary (NSS) curriculum, as well as to collect baseline data from students for evaluating the impact of the NSS. The information collected would also help the Bureau to identify and address critical issues and concerns as we approach the launch of the NSS curriculum in 2009; and
    3. The information collected from students will form baseline data for evaluation of the impact of the medium-term curriculum reform in basic education and the NSS curriculum on students. (ED07400)


  • Quality School Improvement Project
  • LO Nai Kwai Leslie, CHIU Chi Shing (Curriculum & Instruction), WONG Hin Wah (Curriculum & Instruction), CHUNG Yue Ping Stephen
    1 December 2004
    The Permanent Secretary for Education and Manpower Incorporated

    The Hong Kong Institute of Educational Research was commissioned by the Education and Manpower Bureau to provide site based professional support for principals and teachers in Hong Kong commencing in November 2004. The title of the project is “Quality School Improvement Project” (QSI), the duration of the project is for five years.
    The QSI is a consolidation of the invaluable experiences from the Accelerated Schools for Quality Education Project (HK-ASP) 1998-2001, Quality Schools Project (QSP) 2001-2003 and Quality Schools in Action (QSA) 2003-2004.
    The QSI takes an integrated, interactive and organic approach in working collaboratively with the school practitioners. The goals are (1) to create an environment conducive to school improvement and to promote quality of school education; (2) to facilitate school-based development and provide students learning environment so that each and every one of them can have all-round and unique development; (3) to help schools transform into learning organizations, emphasizing teaching and learning effectiveness, in institutions where synergy and professional responsibilities are established. The objectives are (1) to help school develop an ever-going self-inquiry process with strong evidence-based knowledge and professional responsibilities; (2) to enhance teachers’ capacity through collaborative effort in promoting effective learning; (3) to advise, construct, design and implement appropriate and effective curriculum, action plans and staff development programmes; (4) to establish quality networks in system, key learning areas and personal level; and (5) to cultivate students' life-long learning interest and abilities.
    The QSI adopts the concept of “evaluation of”, “evaluation for” and “evaluation as” school improvement. (ED04743)


  • Quality Schools in Action
  • LO Nai Kwai Leslie, CHIU Chi Shing (Dept of Curriculum & Instruction), CHUNG Yue Ping Stephen, WONG Hin Wah (Dept of Curriculum & Instruction)
    1 September 2003
    Quality Education Fund, HKSAR Government

    Since 1998, the Hong Kong Institute of Educational Research, in collaboration with the Centre for University & Partnership of the Chinese University of Hong Kong, has participated in a number of school improvement development and research projects funded by the Quality Education Fund, HKSAR. We have awarded grants that accumulated to over 100 million (1998 to present). These school improvement projects include Accelerated Schools for Quality Education Project (HK-ASP 1998-2002), Quality Schools Project (QSP 2001-2003) and the Quality Schools in Action Project (2002-2004)
    The objectives of the school improvement projects are to enhance the quality school education through an innovative and dynamic university-school partnership model of comprehensive school change. Through these projects, knowledge on school change and improvement are generated. The Hong Kong Institute of Educational Research and the Faculty of Education, The Chinese University of Hong Kong has gradually built up a Hong Kong research base on hat works in Hong Kong schools”. These research findings shred lights to future reform policy and practice in Hong Kong primary and secondary schools.
    The Quality Schools in Action Project focus on (1) enhancing teachers’ professional abilities for continuous developments; (2) establishing network among schools; and (3) coaching some staffs of the regional education offices of Education & Manpower Bureau for school improvement endeavor. (ED03904)


  • Quality Schools Project
  • CHUNG Yue Ping Stephen, CHIU Chi Shing, LO Nai Kwai Leslie, WONG Hin Wah (Dept of Curriculum & Instruction), LEE Chi Kin John (Dept of Curriculum & Instruction)
    1 August 2001
    Quality Education Fund, HKSAR Government

    The Quality Schools Project (QSP) is a new school improvement project consolidated from the experience gained from the Accelerated Schools for Quality Education Project (originated from ASP, Professor Henry Levin). It aims at helping 40 full-model schools, 20 support schools and 30 associate schools in Hong Kong to become a workplace of full learning capacity with inspiring environment. The QSP will focus on the domain of "teaching and learning" especially on English language learning, project learning and learning programs for "the gifted" and the "underachievers" such as mathematics, thinking and problem-solving skills, creativity, multiple abilities and other generic skills.
    The action plan designed for full-model schools includes (1) paradigm shifting activities; (2) collaborative demonstration and implementation of programs / activities (for technical know-how transfer); (3) teacher internalization / consolidation programs and (4) teacher empowerment activities (for dissemination of good practices). The QSP will provide support to selected teachers in support schools to try out innovative curriculum programs. In return, teachers in support school will disseminate good school practices to full-model schools and associate schools. Support schools will take the lead in forming district school networking. The QSP will perform the match-making role, networking associate schools with full-model schools and support schools to form quality circles. The Hong Kong Institute of Educational Research will provide a sound research back up (both quantitative and qualitative) for the QSP. Cross-schools study and case study approach will be employed to understand the change process of schools and to develop an accelerated school transformation model. (ED01326)


  • Research & Development of Pamphlets on Conceptualized Findings of an Evaluation Study on Implementing the New Secondary Chinese Language Curriculum at School Level in the School Years of 2002/03 & 2003/04
  • WONG Hin Wah, TONG Choi Wai (Hong Kong Institute of Educational Research), NG Mau Yuen Eric
    1 October 2005
    Education and Manpower Bureau, HKSAR Government

    The Chinese University of Hong Kong shall provide services in research and development of nine pamphlets, based on conceptualizing findings of a completed study - Evaluation Study on Implementing the New Secondary Chinese Language Curriculum at School Level in the School Years of 2002/03 and 2003/04, conducted by The Chinese University of Hong Kong and commissioned by the EMB. The pamphlets shall be developed for EMB.s printing for dispatch to Secondary schools of Hong Kong. The target readers of the pamphlets shall be mainly local Secondary Chinese Language teachers. However, other related educators and the wider public shall find the pamphlets have a high readability. (ED05688)


  • University of School Partnership for Quality Education (USPQE)
  • LEE Chi Kin John, CHUNG Yue Ping Stephen (Dept of Educational Administration & Policy), LO Nai Kwai Leslie (Dept of Educational Administration & Policy). WONG Hin Wah
    1 September 2000
    Quality Education Fund, HKSAR Government

    The project aims at fostering a university-school partnership and provides a school improvement model for schools to refine their self-renewal and self-evaluation capacities, and for key stakeholders to work together to enhance the quality of education. It focuses on basic education and attempts to address special school improvement. The objectives of the project are:
    (1) to assist school community members to develop teaching activities, school-based curricula and programmes which help realise the aims of education (to enjoy learning, to enhance effectiveness communication, to develop creativity, and to foster a sense of commitment);
    (2) to help school principals and teachers develop the capacity to identify their own unique challenges, search out solutions, develop action plans, implement these plans and continually evaluate the outcomes;
    (3) to enable school students to develop more positive attitudes towards learning and themselves as well as more positive feelings towards the school, gain more varied learning experiences and enhance their own performance;
    (4) to identify and help schools to reach out to community education resources for quality education; and
    (5) to establish a university-school partnership model in the context of Hong Kong. The project involves full-time school development officers who run school-based and school-wide workshops, assist school participants to engage in school-based inquiry and facilitate school community members to initiate and sustain educational changes. (ED20008)


  • 「香港文學教育:香港文學欣賞教材套」研究與發展計劃 (Teaching and Learning of Hong Kong Literature: An Education Kit for Project: An Education Kit for Promoting the Appreciation of Hong Kong Literature)
  • 崔晶盈 CHUI Ching Ying, 趙明明 CHIU Ming Ming (Dept of Educational Psychology), 李子建 LEE Chi Kin John, 黃顯華 WONG Hin Wah, 盧乃桂 LO Nai Kwai Leslie (Dept of Educational Administration & Policy), 余迺永 YU Nae Wing
    1 January 2003
    Hong Kong Arts Development Council

    此計劃旨在配合中國語文教育領域的課程改革以及教與學的理論﹐就加強文學元素、單元教材編選設計、資訊科技輔助教學等方面﹐研究開發香港文學教學軟件。 計劃同時希望透過系統的編選﹐從點到面﹐整體而概括地呈現香港文學的發展面貌﹐以期在校園內提倡及推廣香港文學教育。軟件設計將會著重發揮個別化學習的功能﹐照顧學習者的差異﹐務求達致高效能的教與學。 (ED02384)



Research Publications


  • "Development of a Classroom Environment Scale in Hong Kong" (co-authored with LEE Chi Kin John and LEE Frances Lai-mui). Educational Research and Evaluation vol.9 no.4. Netherlands, 2003.11. pp.317-344.



  • "Education for Sustainability in Primary Schools in Hong Kong: Rhetoric and Practice" (co-authored with LEE Chi Kin John and LO Nai Kwai Leslie). Education 3-13: The Professional Journal for Primary Education vol.28 no.2. UK, 2000.06. pp.40-45.



  • Nor One Less: Dealing with Individual Differences (co-authored with Chu Ka Wing). Taiwan: Taiwan Normal University Press, 2002.



  • 《中學敎育:課程發展》,香港:商務印書館(香港)有限公司,1993。
    (CUHK Library Call No: UL HK Studies LB2806.15.C53 1993 c.3; CC LB2806.15.C53 1993)



  • 《在改革的路上不斷跨越挑戰 : 新修訂中學中國語文課程實施個案研究》(與李玉蓉合編),香港:香港中文大學敎育學院:香港中文大學香港敎育硏究所,2006。
    (CUHK Library Call No: UL HK Literature PL1068.H6 H797 2006; CC PL1068.H6 H797 2006 c.2; NA PL1068.H6 H797 2006 c.4)



  • 《在協作文化中釋放學生潛能 : 新修訂中學中國語文課程實施個案研究》(與李玉蓉合編),香港:香港中文大學敎育學院:香港中文大學香港敎育硏究所,2006。
    (CUHK Library Call No: UL HK Literature PL1068.H6 H798 2006; CC PL1068.H6 H798 2006 c.2; NA PL1068.H6 H798 2006 c.4)



  • <香港中學實施中國語文科新課程研究計划(初步報告)> (與吳茂源合著),論文發表於香港中文教育學會第四屆中文課程教材教法國際研討會,主辦機構為香港中文教育學會,香港, 2001.12.05。



  • <香港推動課程改革實務經驗的兩個個案:兩所小學處理個別差異、課程領導的培育之一個都不能少:小學生學習動機與模式發展與研究計劃> ,《課程改革實務經驗分享》,由屏東教育大學主辦, 2006.04.26。



  • <香港課程改革 ─ 背景與理論基礎的再思>,第六屆「兩岸三地課程理論研討會」之課程改革的再概念化,台灣:中華民國教材研究發展學會,2003.07.24, 頁137-158。



  • <香港課程改革>,論文發表於《「學術交流合作備忘錄」簽署儀式》,香港特別行政區,2003.01.24。



  • <香港課程改革的教師專業發展:理論、政策與實踐>,《第四屆京港課程發展交流會議暨普通高中新課程實驗工作現場研討會》,中國:國家教育部基礎教育司,2005.03.28。



  • <香港課程研究與發展的現況與展望>,《國立台灣師範大學科技學院專題演講專輯 (2002年)》,台灣台北市:國立台灣師範大學科技學院,2002.12. 頁155-190。



  • <香港課程發展的性質:過程與成果>,《課程比較國際研討會》主題演講,由臺北市立教育大學主辦,台灣台北,2006.04.21,頁7-34。



  • 《香港課程發展的知識基礎: 理論、參與和專業》,香港:香港中文大學敎育學院:香港中文大學香港敎育硏究所,1999。
    (CUHK Library Call No: UL HK Studies LB2806.15 H82 1999 c.2; CC LB2806.15 H82 1999)



  • 《香港敎育:邁向 2000年》(與戴希立合編),香港:商務印書館,1993。
    (CUHK Library Call No: UL HK Studies LA1134.H6H7165 1993 c.3; CC LA1134.H6H7165 1993; CC Reserve 2 hours LA1134.H6H7165 1993 c.2)



  • 《強迫普及學校敎育:制度與課程》,香港:中文大學出版社,1997。
    (CUHK Library Call No: UL LC136.H6 H83 1997 c.3; UL HK Studies LC136.H6 H83 1997; CC LC136.H6 H83 1997 c.2)



  • 《從課程設計角度剖析中學中文科教師對新修訂中學中國語文課程的意見》 (與吳茂源合著),香港:香港中文大學教育學院:香港中文大學香港教育研究所,2006。
    (CUHK Library Call No: UL HK Literature PL1068.H6 W75 2006; CC PL1068.H6 W75 2006 c.2; NA PL1068.H6 W75 2006 c.4)



  • 《教師對新修訂中學中國語文課程的關注程度》 (與湯才偉合著),香港:香港中文大學教育學院:香港教育硏究所。
    (CUHK Library Call No: UL HK Literature PL1068.H6 T353 2006; CC Reserve 2 hours PL1068.H6 T353 2006 c.4; NA PL1068.H6 T353 2006 c.2)



  • 《理解「理解」 : 為「理解」的教學》,香港:香港中文大學教育學院:香港中文大學香港教育研究所,2008。
    (CUHK Library Call No: UL HK Studies LB1025.3 .W66 2008; CC LB1025.3 .W66 2008 c.2)



  • 《尋找課程與敎學的知識基礎 : 香港中小學中文科課程與敎學硏究》,香港:中文大學出版社。:香港敎育硏究所,2000。
    (CUHK Library Call No: UL PL1068.H6 H79 2000; CC PL1068.H6 H79 2000 c.3; NA PL1068.H6 H79 2000 c.2; NA Special Collection PL1068.H6 H79 2000 c.4)



  • 《新修訂中學中國語文課程下的學科課程領導:角色、風格、所遇困難、解難策略和專業成長》(與李玉蓉合編),香港:香港中文大學教育學院:香港教育硏究所,2006。
    (CUHK Library Call No: UL HK Literature PL1068.H6 H788 2006; NA PL1068.H6 H788 2006 c.2)



  • 《新修訂中學中國語文課程下的學生學習經驗》(與李玉蓉合編),香港:香港中文大學教育學院:香港中文大學香港教育研究所,2006。
    (CUHK Library Call No: UL HK Literature PL1068.H6 H7883 2006; NA PL1068.H6 H7883 2006 c.2)



  • 《新修訂中學中國語文課程下教師工作文化的轉變》(與李玉蓉合編),香港:香港中文大學教育學院:香港教育硏究所,2006。
    (CUHK Library Call No: UL HK Studies LB2832.4.H6 H78 2006; CC LB2832.4.H6 H78 2006 c.3; CC Reserve 2 hours LB2832.4.H6 H78 2006 c.2)



  • 《新修訂中學中國語文課程下學習材料的選用和調適》,香港:香港中文大學教育學院:香港中文大學香港教育研究所,2006。
    (CUHK Library Call No: UL HK Literature PL1068.H6 H7884 2006; CC Reserve 2 hours PL1068.H6 H7884 2006 c.3; NA PL1068.H6 H7884 2006 c.2)



  • 《影響敎師參與課程改革的因素 : 以中文科新課程試行計劃為例的質性硏究》,香港:香港中文大學敎育學院:香港中文大學香港敎育硏究所,2002。
    (CUHK Library Call No: UL HK Literature PL1068.H6 C24 2002 c.2; CC Reserve 2 hours PL1068.H6 C24 2002; NA PL1068.H6 C24 2002 c.3)



  • 《課程:範式,取向和設計》(與李子建合編),香港:中文大學出版社,1996。
    (CUHK Library Call No: UL HK Studies LB2806.15 .L44 1996 c.2; CC Reserve 3 days LB2806.15 .L44 1996)



  • <課程改革:香港和上海的比較研究> (與朱嘉穎合著),《教育學報》,第33卷第1-2期,香港特別行政區:香港中文大學教育學院香港教育研究所,2006,頁25-50。



  • <課程改革:香港和上海的比較> (與朱嘉穎合著),《滬港教育改革探索研討會》,復旦大學及香港中文大學,中國上海,2004.11.06。



  • <課程研究在香港:課程設計、決定、實施與評鑑的知識基礎>,論文發表於《課程研究國際化學術論壇》,主辦機構為首都師範大學,中國,2005.05,頁28-55。



  • <課程研究在香港:課程發展的知識基礎> ,《西北師範大學學術座談會》 中國:西北師範大學,2005.06.06。



  • 《課程發展與教師專業發展的夥伴協作》(與孔繁盛合編),香港:中文大學出版社,2003。
    (CUHK Library Call No: UL LB2806.15 .K33 2003 c.2; CC LB2806.15 .K33 2003)



  • < 課程實施評鑒:香港初中中國語文科課程改革研究>,《全球教育展望》 第35卷,第10期,中國上海:華東師範大學主辦,2006.10,頁41-46。



  • < 課程實施評鑒:香港初中中國語文科課程改革研究>,第八屆兩岸三地課程專家論壇論文集,中國杭州,2006.10.26,頁262-271。



  • 《課程領導:挑戰、行動、反思與專業成長》,香港:香港中文大學教育學院:香港中文大學香港教育硏究所,2003。
    (CUHK Library Call No: UL HK Studies LB2806.15 .K345 2003 c.2; CC LB2806.15 .K345 2003)



  • 《課程範式:意涵、應用和爭議》(與霍秉坤合編),香港:香港中文大學教育學院:香港中文大學香港教育硏究所,2004。
    (CUHK Library Call No: UL HK Studies LB1570 .H9 2004 c.2; CC LB1570 .H9 2004)



  • 《學生的經驗可以告訴我們甚麼 : 中學中文科新課程下的學生學習經驗》(與李玉蓉合編),香港:香港中文大學敎育學院:香港中文大學香港敎育硏究所,2002。
    (CUHK Library Call No: UL HK Literature PL1068.H6 L4883 2002 c.2; CC PL1068.H6 L4883 2002; NA PL1068.H6 L4883 2002 c.3)



  • 《學校私營化 : 理論、效果與抉擇》(與鍾宇平合編),香港:小島文化事業出版公司,1988。
    (CUHK Library Call No: UL HK Studies LB2826.6.H6 H78 1988; CC LB2826.6.H6 H78 1988 c.2)



  • 《學校試行新修訂中學中國語文課程的經驗》(與李玉蓉合編),香港:香港中文大學敎育學院:香港中文大學香港敎育硏究所,2006。
    (CUHK Library Call No: UL HK Literature PL1068.H6 H7888 2006; NA PL1068.H6 H7888 2006 c.2)



  • 《篩選敎育與普及敎育下師生敎與學本質的初步分析》(與韓孝述及趙志成合編),香港:香港中文大學香港敎育硏究所,1997。
    (CUHK Library Call No: UL HK Studies LB14.7 .H85 1997 c.2; CC LB14.7 .H85 1997)



  • 《敎育改革的核心問題 : 學習的性質 : 從主流小學到國際小學》 (與連文嘗合著),香港:香港中文大學敎育學院:香港中文大學香港敎育硏究所,1999。
    (CUHK Library Call No: UL HK Studies LA1134.H6 L5458 1999 c.2; CC LA1134.H6 L5458 1999)



  • 《敎育改革的橋樑 : 大學與學校夥伴合作的理論與實踐》 (與王建軍合著),香港:香港中文大學敎育學院:香港中文大學香港敎育硏究所,1999。
    (CUHK Library Call No: UL HK Studies LB2331.53 W35 2001; CC LB2331.53 W35 2001 c.2)



  • 《敎育質素及其有關政策的協調性》,香港:香港中文大學香港敎育硏究所,1997。
    (CUHK Library Call No: UL HK Studies LA1134.H6 H826 1997 c.2)


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