本研究主要以香港的六位通識教育科科主任的訪問內容，加上政府出版的通識教育科課程指引和其它相關研究，析評高中通識教育科的課程設計和決定。結果發現，通識教育科在許多方面的特徵，例如：目標、內容、教學法、組織、評估、教育知識規範、專業化形式等，均與「傳統科目」有所不同。這些特徵令師生之間的教學關係形成弱架構的特色，增加了師生的權力。師生在知識習得和傳遞方面，擁有一定程度的權力。其次，科主任作為課程的領導者，在該科的各項課程要素中，擁有一定程度的自主權，在科組的「學與教」方面繼續扮演街頭官僚的角色。

This study investigated the interviews to the six Liberal Studies panel chairs, the content of Liberal Studies Curriculum Guide published by the Government, and other relevant research materials, in order to analyze and evaluate the Liberal Studies curriculum design and decisions reformed for their Secondary schools in Hong Kong. The results found that the characteristics of Liberal Studies are different from other subjects in many ways, such as objectives, contents, teaching methods, organizations, evaluations, educational knowledge specifications, and professional forms. Moreover, the characteristics that affect the teaching relationship between teachers and students, also increase the power of the teachers and students, but to form a weaker structure than that in other subjects. In terms of learning attainment and knowledge transfer, teachers and students obtain a certain degree of power. Secondly, the panel chairs as the course leaders have also become more autonomous than before. They continue to play a leading role in the bureaucrat structure of ”learning and teaching” in Hong Kong.