Made in Macao: How History, Politics and Teachers Frame Curriculum Practice

澳門製造：歷史、政治以及教師如何形構課程實踐

10.6384/CIQ.201010.0063

黃素君(Sou-Kuan Huang)；黃明蕙(Matilda Huang)

澳門特別行政區政府 ； 課程實踐 ； 政策 ； Macao Special Administrative Region ； curriculum practice ； policy

課程與教學

13卷4期（2010 / 10 / 01）

61 - 109

英文

澳門的課程發展模式並非中央或核心課程主導，殖民政府的不干預態度使澳門形成了「大市場，小政府」的政體，華人教育也因此呈現放任自流、自生自滅的狀態，多樣化的「校本課程」亦成為基本特徵。1995年首次出臺的官方課程只限於官立學校實施。1999年，回歸前夕發佈的官方課程成為歷史時刻的印記。回歸後特區政府增大對公共事務的投入，強化對教育的間接調控和干預。然而，在《基本法》對私立學校辦學自主權的確認下。政府主導的教改舉步維艱。近年來，政府採用各項資助政策吸引學校參與課程變革。本文探討歷史、政治和教師的課程理解形構本地課程的實踐，呈現「澳門製造」課程過程中的複雜問題和阻力。研究資料來自政府政策及前線教師的訪談資料。

The mode of curriculum development in Macao is different from that in most　Chinese societies where there is commonly the presence of a centralised or core curriculum. The long-standing non-intervention attitude from the Portuguese administration has left Macao a ”big market, small government” regime in which the government had limited participation in overall social matters. In such a context, government policy was limited in actual practice and reduced to a visible symbol. Amongst different social matters, education is one of the most contested terrains prior to and following the handover of Macao to Chinese sovereignty in 1999. In Macao, the diversified ”school-based curriculum” in all schools can be regarded as a prominent phenomenon in education. In the face of such curricular diversity, the government launched the first official curriculum in 1995 and the implementation of this curriculum was limited to government schools. A revised official curriculum was published in 1999 before the handover. With the shift of Macao's sovereignty to China in 1999, the Special Administrative Region of Macao (the Macao SAR) made great efforts to re-participate in all social matters including education so as to assume and resume its state responsibilities and intended to switch its administration to one that would signify a ”strong government” regime. However, this change for intervention and introduction of any possible reforms on the part of the government encountered much ”resistance” from local schools. The main reason is that the major components in the education system in Macao are private schools, not government schools, and these private schools enjoy a lot of ”self autonomy” according to the Macao SAR Basic Law. The principle of self autonomy in these schools allows them to resist change and the reforms that the government introduces. In the post-1999 era, instead of forcefully implementing curriculum reform, the Macao SAR adopts a money-driven policy to effect changes in schools. This article discusses how history, politics and front-line teachers' perception can frame emerging curriculum practice in the territory. The discussion draws upon data from government policy documents and interviews with front-line teachers and unfolds the complexities involved in the negotiation for a ”Made in Macao” curriculum.

1. Direcção dos Servirços de Educação e Juventude (Education and Youth Bureau). (2009). 2008/2009 statistics in numbers. Retrieved April, 25, 2010 from http://www.dsej.gov.mo/~webdsej/www/statisti/2008/edu_statistics08.html
2. Direcção dos Serviços de Estatística e Censos (Statistics and Census Department). (2007). By-census 2006. Macao: the government of Macao
3. 澳門日報（2010，3月31日）。澳門就是與別不同有副作用。澳門日報，B05版。Macao Daily. (31st March 2010). The side effect of Macao is different. Macao Daily, B05
4. OECD. (2010). Retrieved April, 2, 2010 from http://www.oecd.org/pages/0,3417,en_36734052_36734103_1_1_1_1_1,00.html
5. Direcção dos Serviços de Estatística e Censos (Statistics and Census Department). (2009). Statistics 2008. Macao: The government of Macao
6. Apple, M. W.(1992).The text and the cultural politics.Educational Researcher,21(7)
7. Ball, S. J.(1990).Politics and policy making in education: Explorations in policy sociology.London:Routledge.
8. Ball, S. J.(2009).Privatising education, privatising education policy, privatising educational research: Network governance and the 'competition state'.Journal of Education Policy,24(1)
9. Ball, S. J.(ed.)(2006).Education policy and social class: The selected work of Stephen J. Ball.London:Routledge.
10. Beck, J.(2008).Governmental professionalism: Re-professionalising or de-professionalising teachers in England?.British Journal of Educational Studies,56(2)
11. Bray, M.(ed.),Adamson, B.(ed.),Mason, M.(ed.)(2007).Comparative education research.Hong Kong:University of Hong Kong.
12. Bray, M.(ed.),Koo, R.(ed.)(1999).Education and Society in Hong Kong and Macau: Comparative Perspectives on Continuity and Change.Hong Kong:Comparative Educational Research Centre.
13. Bray, M.,Packer, S.(1993).Education in small states: Concepts, challenges and strategies.Oxford:Pergamon Press.
14. Carlgren, I.(ed.),Handal, G.(ed.),Vaage, S.(ed.)(1994).Teachers' minds and actions: Research on teachers' thinking and practice.London:Falmer Press.
15. Charmaz, K.(1995).Between positivism and postmodernism: Implications for methods.Studies in Symbolic Interaction,17
16. Day, C.(1999).Developing teachers: The challenges of lifelong learning.London:Falmer Press.
17. Day, C.(ed.),Calderhead, J.(ed.),Denicole, P.(ed.)(1993).Research on teacher thinking: Understanding professional development.London:Falmer Press.
18. Day, C.(ed.),Fernandez, A.(ed.),Hauge, T. E.(ed.),Moller, J.(ed.)(2000).The life and work of teachers: International perspectives in changing times.London:Falmer Press.
19. Day, C.,Sachs, J.(2004).International handbook on the continuing professional development of teachers.Berkshire:Open University Press.
20. Day, C.,Sammons, P.,Stobart, G.,Kington, A.,Gu, Q.(2007).Teachers matter: Connecting lives, work and effectiveness.Maidenhead:Open University Press.
21. Fullan, M.(1991).The new meaning of educational change.London:Cassell.
22. Grossman, L.(ed.),Lo, T. Y.(ed.)(2007).Social education in the Asia-Pacific: Critical issues and multiple perspectives.U.S.:Information Age Publishing.
23. Halsall, R.(ed.)(1998).Teacher research and school improvement: Opening doors from the inside.Buckingham:Open University Press.
24. Huberman, M.,Neufeld, J.(trans.)(1993).The lives of teachers.New York:Teachers College Press.
25. Jackson, P. W.(ed.)(1992).Handbook of research on curriculum.New York:Simon & Schuster Macmillan.
26. Kivinen, O.,Rinne, R.(1998).State, governmentality and education: The Nordic experience.British Journal of Sociology of Education,19(1)
27. Klette, K.(ed.),Carlgre, I.(ed.),Rasmussen, J.(ed.),Simola, H.(ed.),Sundquist, M.(ed.)(2000).Reform policy and teacher professionalism in different Nordic countries.Oslo:University of Oslo.
28. Lau, S. P.,Ieong, S. L.(trans.),Lei, L. C.(trans.)(2009).A history of education in Macao.Macao:University of Macau.
29. Marsh, C.(ed.),Morris, P.(ed.)(1991).Curriculum development in East Asia.London:Falmer Press.
30. Marshall, C.,Rossman, G. B.(1999).Designing qualitative research.Thousand Oaks, CA:Sage Publications.
31. Rosa, A.(1990).Macau education in the period of transition: An overview and prospects.the UNESCO International Congress on Planning and Management of Educational Development,Mexico City:
32. Smyth, J.,Shacklock, G.(1998).Re-making teaching: Ideology, policy and practice.London:Routledge.
33. Stenhouse, L.(1975).Introduction to curriculum research and development.London:Heinemann.
34. Torres, C. A.(1989).The capitalist state and public policy formation-Framework for a political sociology of educational policy making.British Journal of Sociology of Education,10(1)
35. Vong, S. K.(2006).An excursion into the time tunnel of curriculum development in Macau: A story of discourses and practices.US-China Education Review,3
36. Wittrock, M.(ed.)(1986).Handbook of research on teaching.New York:Macmillan.
37. Yee, H. A.(1990).Comparative study of Macau education system: Changing colonial patronage and native self-reliance.Comparative Education,26(1)
38. 余振主編(1993)。超越九九。澳門=Macau:廣角鏡=Wide Angle Press Ltd.。
39. 周淑卿(2004)。課程發展與教師專業。臺北=Taipei:高等教育=Higher Education Publisher。
40. 黃素君(2008)。回歸後澳門公民教育發展路向的檢視。基礎教育學報，17(2)
41. 黃素君、吳娟(2010)。澳門教育革新之路—淺析澳門校本課程的發展。西南大學學報（社會科學版），36(2)
42. 蘇朝暉、郭曉明(2006)。優質教育的制度保障：澳門教育制度變革的內在價值。華人社會的教育發展學術研討會

1. 劉豫鳳(Yvonne Yu-Feng Liu)(2021)。幼兒教育的多元文化圖像－中港澳臺學前課綱文本論述比較。教科書研究。14(2)。41-74。