本文準備探討兩個相關的問題。第一，對教師來說，哪些教育改革的特色和改革策略出現問題﹖第二，學校採用了哪些有效的改革措施﹖本文中的分折源於我們正在進行的一項研究。這項研究旨在評估香港目標為本課程的效果。推行改革的決策者通常會把改革形容成一個獨立的凌駕於先前所有的改革之上的新措施，而且必須用一系列全新的步驟及教學策略，才可以把方案落實。他們視改革政策為成及完善的產品，而把推行改革的失敗歸咎於學校及教師。但學校及教師的反應則並非如。此我們的研究顯示，教師和學校是憑著已有的經驗和認識來詮釋和對待改革的。他們似乎以一種類似於社會建構主義描繪的人學習方式在學習。

　　　　　Our goal in this paper is to address two interrelated questions. Firstly. What features of educational reforms and the strategies used to promote them are perceived as problematic by school personnel﹖Secondly, what practices did schools introduce which facilitated school improvement﹖ Our analysis draws on study we are currently conducting which is designed to examine the impact of the Target Oriented Curriculum in Hong Kong primary schools. Policy makers tend to portray reforms as singular entities which take precedence over earlier reforms and require a series of rational steps to move from precept to practice. They tend to regard the reform as a product perfect and final in itself and blame the non-implementation on teachers. Schools and teachers, on the other hand, adopt very different perspectives and their concerns usually do not overlap with those of policy makers. The pattern that emerged from our study indicated that teachers interpreted reforms in terms of their prior experiences and understandings and learnt in ways consistent with those described by social constructivists of human learning.