九年免費強迫教育自七十年代後期在香港實施以後，學習差異一直是教育界長久以來面對的問題。香港的中學課程，由五年中學教育加兩年預科的英式學制改為三年初中加三年高中的美式學制，意味著高中教育由精英教育轉為普及教育。課程設計者在設計新課程時，明顯地考慮及關注到學習差異的問題，在課程的架構及組織上嘗試作出處理學習差異問題。這能否為學習差異問題帶來正面的轉機，還是會惡化呢？本文將詳列新學制高中課程中用以處理學習差異的策略，同時透過分析一項有關學制改革的調查中所獲得的資料，從學校政策制定者及教師的角度，探討課程設計者所採用的處理學生學習差異的策略和方法的可行性，並指出新課程在實施時將會遭遇的種種困難。

Learning diversity is a long-standing problem since the launch of nine year compulsory education in late 1970s in Hong Kong. The change in academic structure from the British mode of 5 year secondary education plus 2 year of sixth form education, into an American system of 3 year junior secondary and 3 year secondary education in September 2009, means that the senior secondary years are changed from elitist education to general education. With this in mind, curriculum designers have been trying to reform the framework and structure of the senior secondary curriculum. Will this be an opportunity for improvement, or will it worsen the situation? In this paper, strategies suggested in the new curriculum to cater for individual differences are introduced. And with the research data obtained from school policy makers and teachers in secondary schools, this paper evaluates the feasibility of the strategies stated and addresses the difficulties that may be faced in implementation.