Abstract

Along with the development of a knowledge-based economy and information technology, the Hong Kong government proposes that Hong Kong education should undergo a “paradigm shift”. By referring to the experience gained from the Social Research Project Competition, which has been organized by the Department of Sociology of the Chinese University of Hong Kong since l997, this article explores the form of project learning at upper secondary level. The article briefly introduces three curriculum paradigms and their corresponding curriculum contents and pedagogies. It then examines the cognitive development of upper secondary level students and the experience gained from the implementation of the Social Research Project Competition. Finally, it discusses the application and suitability of curriculum paradigms for organizing project learning at the upper secondary level.

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