This paper proposes the design of a course which integrates ChatGPT into Project-based Learning (PBL). It is a 12-hour Chinese language course which aims to cater to the diverse learning needs of the students in the formal Chinese language courses at the Hong Kong University of Science and Technology (HKUST). The design of the course empowers learners to set their own intended learning outcomes and to determine a topic for a group project which leads to a product based on their learning needs and interests. They can achieve the intended learning outcomes through exploring and accomplishing the project with the guidance of the teacher and the utilization of ChatGPT. The course objective, content and sequencing, format and presentation, and assessment are illustrated based on Nation and Macalister’s (2010) model. Through the analysis of the findings, we have identified the various roles of learners, teachers, and ChatGPT in the course. This paper provides insights into the potential of artificial intelligence (AI) tools in language education and a useful reference for future AIintegrated course design. 本研究旨在提出一个将 ChatGPT 融合到项目式学习中的短期汉语课程设计框架。该课程共 12小时，旨在满足香港科技大学学生多样化的学习需求，尤其是他们在正式课程中无法实现的个体需求。课程初始阶段，学生可以自主设定预期学习成果，并据此确定一个小组成员皆感兴趣的项目主题及最终产出成果。此后，学生会运用 Chat GPT 进行内容和语言方面的探索，并在教师的指导下完成项目。本文基于 Nation 和 Macalister（ 2010）的语言课程设计模型，详细论述了课程目标、教学内容与组织、学习活动，以及评估方式。在研究发现中，本文总结了学习者、教师和 ChatGPT 在课程中所扮演的角色，据此分析了人工智能（ AI）工具在语言教育中的潜力，并为未来整合 AI 的中文课程设计提供了参考建议。

To cater for diverse learning needs of the advanced learners, the researchers proposed a short course design with the integration of ChatGPT and project-based learning (PBL). In the curriculum, we pre suppose that students are the owner of the learning, deciding their learning outcomes and project topic; teachers act as a guide, facilitator and monitor, solving student’s questions, providing learning conditions, materials and supervision for proceeding students’ project and their language enhancement; while ChatGPT plays as a teaching assistant providing course materials aligned with students’ project topics, an Exploratorium for students to search and comprehensive the recourse needed for their project, and a personal tutor providing feedbacks on their language expression (Liang & Luo, 2024). After the first-round course offering, we found that the pedagogy teachers adopted is the key to the successful implementation of the curriculum. Pedagogy is the combination of teaching methods (what instructors do), learning activities (what instructors ask their students to do), and learning assessments (the assignments, projects, or tasks that measure student learning). In this study, we will focus on the teaching methods adopted and utilization of Chat GPT, therefore the research questions are 1. What are the teaching methods considering the utilization of chat GPT, design of teaching activities? 2. Why teachers adopt these teaching methods? 3. What are the students' perceptions of these teaching methods? 4. What are the teachers’ perceptions of these teaching methods?

To cater to the varied learning backgrounds, needs and diverse proficiency levels of the non-Chinese background students at the HK University of Science, since June 2021 onwards, the Center for Language Education has been designing the new Chinese curriculum. The new curriculum offers three speaking and listening courses and two reading and writing courses based on the results of the needs analysis. In order to boost students’ spirit of inquiry and facilitate collaborative and self-directed learning, blended learning is adopted in the instructional design of the five new courses. This study will introduce the blended learning design of the five courses including the course design process, the models and technology used, and will explore the challenges that the course developers are meeting in the design process.

教育改革是一个非常复杂并涉及异常多因素的过程。假如勉强作简单的分析：它可以从不同的层次、对象和学问出发作了解。不同层次可包括社会制度、学校、课室、个人；不同对象可包括不同层次的政策制定者、政策执行者、校长、教师和学生；不同的学问可包括教育哲学、教育经济学、教育社会学、教育心理学、教育行政学、课程学、学校改进学等。

本文主要報告了一個長期持續研究的初步和部分的發現，即優質學校改進計劃的學校發展主任在協助學校整體改革中所發揮的作用。報告主要聚焦在以下兩點：（1）SDO是如何幫助並促進學校改進的，換句話說，SDO都採用哪些策略促使學校改進，以及SDO對這些策略的看法；（2）SDO在學校改進過程中扮演著怎樣的角色。本研究的資料收集方法包括訪談和文件搜集。研究發現，學校發展主任秉持優質學校改進計劃所倡導的理念進行學校改進的工作。在夥伴合作的過程中，學校發展主任主要採用五種策略促進學校改進，他們主要扮演著促進者和諍友的角色。 The paper reports on the preliminary results of an ongoing long-term study of the role of School Development Officers (SDOs) in the Quality School Improvement Project (QSIP) of Hong Kong. The study focuses on two points: (1) How SDOs assist and enhance schools’ efforts at reform―that is， what kinds of strategies SDOs use and what SDOs think about these strategies. (2) What are the roles SDOs play in the process of school improvement. The data were collected from interviews with SDOs and minutes of regular meetings. The following are some of the key findings of the study. Sticking to the core values of QSIP， SDOs make great efforts in assisting schools to improve. During the process， SDOs employ five strategies to facilitate school improvement， and they act as facilitators and critical friends.

学校内涵发展的实质是为学校改进建构内部能量。从能量建构的视角来看,要实现学校的内涵发展,就要分享学校的发展愿景、发展目标以及教师对学生的高期待,促进教师个体的专业发展和专业社群的发展,变革学校结构和学校文化,关注课程与教学,建立高效能的学校领导。

教育变革成为世界各国增强国力的一项重要议程,教育工作者都在努力寻求应对变革的有效策略,"学校改进"作为教育变革的一项策略日益受到关注。在美国,学校改进的发展已经有近30年的历史,但是在内地,学校改进的实践刚刚起步。因此,了解什么是学校改进及美国学校改进的发展脉络对我国的相关研究和实践会有很大帮助。但美国的学校变革错综复杂,本文拟选取不同时期学校改进策略的变化来描述其发展历程。内容主要分为三个部分:学校改进的界定;美国学校改进的来源;美国学校改进策略的发展。

新课程改革进行实验已3年有余,在取得成绩的基础上还存在一些问题,以至影响其进一步的推行。在参考了其它国家变革的历程后,本文提出了学校改进这一教育变革的策略,简述了学校改进的发展阶段,详述了实施学校改进不仅能够改善目前我国新课程改革所遇到的问题,还可以超越新课程。

英美等西方國家在20世紀60、70年代進行的課程改革以失敗告終，失敗的經驗顯示如果學校的組織、管理等結構不改變的話，課程變革也無法順利實施。因此，隨之而來的就是大規模的學校重構、學校改進等策略的實施。在這個過程中，變革的焦點又偏向了學校結構的改變而忽略了與學生的學習最密切相關的課程與教學的變革。因此，本文擬以課程實施的不同取向為基礎，分析學校改進所應採取的實施取向。