Philosophy and Objectives of Chinese Literature Curriculum

The Chinese Literature curriculum offered as an elective subject for high school students is based on the following fundamental principles:

  1. Chinese is the mother tongue for most students in Hong Kong, and they have been exposed to various excellent works of Chinese literature, which has shaped their language taste. Literature is an important part of national culture, and the Chinese Literature curriculum aims to enrich students' knowledge, enhance their literary literacy, develop their appreciation and creative abilities in literature, and strengthen the learning of Chinese language. By studying Chinese literature, students can enhance their aesthetic, explorative, and innovative abilities, cultivate good national qualities, and promote national culture.
  2. Literature reflects reality and emphasizes ideals. Studying literature allows students to explore life and gain insights into the human experience.
  3. Chinese Literature provides an in-depth and systematic learning opportunity for students who have a deep interest in literature. It allows students to utilize their strengths and plan for future academic pursuits or work involving creative writing, criticism, or research.
  4. Chinese literature has a rich traditional heritage spanning thousands of years, with a treasure trove of literary masterpieces handed down through generations. By studying a wide range of classical and contemporary works, students can deepen their understanding of Chinese history, social life, and cultural thoughts, and contribute to the preservation of literary heritage.
  5. Through the curriculum, students can enhance their artistic cultivation and taste by studying beautiful literary works. By exploring the artistic realm of these works and sharing unique and common thoughts and emotions, they can foster spiritual interaction and expand their horizons.
Curriculum Objectives

Aligned with the overall development direction of Chinese Language learning, the objectives of the Chinese Literature curriculum aim to:

  1. Cultivate aesthetic taste and enhance artistic appreciation.
  2. Improve literary literacy and contribute to the preservation of literary heritage.
  3. Cultivate temperament, enhance character, and foster a sense of responsibility towards the country, nation, and humanity.
  4. Develop individuality, explore potentials, and prepare students for future work and further studies.

    Through this curriculum, we aim to nurture a new generation with the ability to appreciate and create literature, possess aesthetic taste, have moral integrity, and embrace a love for life.
Department Vision
Student Level:
  • Enhancing interest in reading literary works and promoting extensive reading of different types of literature.
  • Strengthening understanding, appreciation, and interpretation of literary works.
  • Cultivating interest in creating various literary works and enhancing creative writing abilities.
  • Systematically mastering Chinese literary knowledge.
  • Inspiring emotions, enriching life experiences, expanding the scope of life, developing a sense of responsibility towards family, country, and the world, and increasing empathy towards humanity.
Teacher Level:
  • Collaborating with Chinese Language teaching to develop school-based curriculum, establish appropriate learning and teaching strategies, and evaluate teaching effectiveness in alignment with school policies.
  • Keeping up-to-date with the latest developments and changes in language curriculum, willingly trying creative teaching strategies.
  • Engaging in communication, sharing teaching philosophies, knowledge, and experiences with other teachers, fostering teamwork, and improving teaching effectiveness.
  • Personal professional development and lifelong learning, actively participating in activities such as collaborative lesson planning, peer classroom observations, inter-school teacher exchanges, and teacher training to enhance professional competencies.
Curriculum Structure

The curriculum is divided into compulsory and elective parts. The compulsory part comprises about two-thirds to five-sixths of the curriculum hours, while the elective part comprises about one-sixth to one-third. It is recommended that the compulsory part extends from Form 4 to Form 6, while the elective part starts from Form 5.

Compulsory Courses:

The compulsory part is foundational in nature. Through the compulsory courses, students develop the necessary literary literacy, including aesthetic experience, appreciation, analysis, and criticism of literary works. They gain insights into the contemporary spirit, social life, and emotional world conveyed by literature. Students are also encouraged to create literary works as a means of expressing their thoughts and emotions artistically.


The compulsory part primarily includes the study of "Literary Appreciation and Criticism" and "Literary Creation," supplemented by "Foundational Knowledge in Literature." The three aspects of learning are described as follows:


  1. Literary Appreciation and Criticism: This involves the perception, analysis, appreciation, and criticism of the content and artistic form of literary works. Students initially approach literary works based on their overall impressions, feeling the artistic influence. They then transition from perception to understanding, analyzing the linguistic elements, structures, and themes of the works. By analyzing the relationship between the works and the author's experiences and background, as well as studying the works' artistic techniques and style, students gain a comprehensive appreciation of the works' content, aesthetics, and literary value.


  1. Literary Creation: This focuses on students expressing their unique perceptions and emotions towards life or external matters through the art form of language and words. Literary creation is inspired by keen observations and contemplation of one's surroundings. Students mainly select, imagine, fictionalize, and refine materials collected from life, expressing them in concise, concrete, and vivid language and writing appropriate to the chosen form of literature. Through observation, reflection, and utilizing different writing techniques, students develop their keen senses and profound reflections on life, deepening their experiences in literary creation. With such experiences, students can better appreciate and evaluate literary works, distinguishing their quality and conducting critiques.


  1. Foundational Knowledge in Literature: Learning foundational knowledge in literature aids in students' understanding, analysis, appreciation, criticism, and creative abilities in literary works, serving as a supportive role in their learning. However, the learning of foundational knowledge should not be isolated and should be combined with suitable learning materials.


Foundational knowledge in literature includes the following four aspects:

  • The origin and evolution of various literary genres and the themes of works.
  • The basic characteristics and major techniques employed in various literary genres.
  • The distinctive styles of representative authors and their major influences.
  • Common terminologies used in literary criticism and creation.

指定作品篇目 (2015/16 學年中四實施,2018年香港中學文憑考試生效。)


1 《秦風‧蒹葭》—— 詩 經

2 《九章‧涉江》—— 楚 辭

3 《齊桓晉文之事章》—— 孟 子(節選由「齊宣王問曰」至「王請度之」)

4 《庖丁解牛》—— 莊 子

5 《蘇秦約縱》—— 戰國策(節選自《秦策》,由「說秦王書十上」至「蓋可以忽乎哉」)

6 《鴻門會》—— 史 記(節選自《史記.項羽本紀》,由「沛公旦日從百餘騎來見項王」 至「沛公至軍,立誅殺曹無傷」)

7 《戰城南》—— 佚 名

8 《短歌行》—— 曹 操

9 《歸去來辭》(並序)—— 陶 潛

10 《將進酒》—— 李 白

11 《登高》—— 杜 甫

12 《進學解》—— 韓 愈

13 《醉翁亭記》—— 歐陽修

14 《前赤壁賦》—— 蘇 軾

15 《齊天樂》(綠蕪凋盡臺城路)—— 周邦彥

16 《南鄉子》(何處望神州)—— 辛棄疾

17 《雙調‧夜行船 秋思》—— 馬致遠

18 《法場.竇娥冤》(第三折)—— 關漢卿

19 《西湖七月半》—— 張 岱

20 《卻奩.桃花扇》(第七齣)—— 孔尚任

21 《接外孫賈母惜孤女.紅樓夢》(第三回)—— 曹雪芹 (節選自由「且說黛玉自那日棄舟登岸時」 至「也就不生別論」)

22 《死水》—— 聞一多

23 《錯誤》—— 鄭愁予

24 《書》—— 梁實秋

25 《我的四個假想敵》—— 余光中

26 《藥》—— 魯 迅

27 《碗》—— 西 西

28 《日出》—— 曹 禺(節選第二幕,由「李石清由中門進」至「把黃省三拖下去」)

Elective Course

Literary Creation - Original or Adaptation


  1. Learning Objectives

- To create or adapt literary works, allowing students to enjoy the pleasure of creation, express their thoughts and emotions, and unleash their creativity.

- To enhance appreciation and creative abilities, and develop personal styles.


  1. Key Focus

- Understanding relevant writing theories.

- Creating or adapting works using characteristics of different literary genres.

- Using various creative techniques to express personal thoughts and emotions.

- Cultivating revision skills.

- Cultivating interest in creative writing.

- Cultivating a diligent attitude towards creation (such as respecting original works, continuously improving drafts, and being open to feedback from others).


III. Expected Learning Outcomes

- Students can create or adapt works of different literary genres to express thoughts and emotions and showcase individuality.

- Students can demonstrate creativity in their own creations or adaptations.

- Students develop interests and habits in creative writing, approaching it with diligence.


本科的公開評核包括公開考試及校本評核兩部分,概述如下 :


部 分

內 容

比 重




試卷 一 文學創作


筆 試

2 小 時


試卷 二 文學賞析


筆 試

2 小 時




創作練習 3 個分數


試卷一 文學創作

佔全科總分百分之二十五,考試時間為兩小時。文章寫作共擬兩題,考生任擇其一,作文一篇 , 文白不拘,字數不限。


試卷二 文學賞析

佔全科總分百分之六十,考試時間為兩小時。試題結合本科「課程及評估指引 」所列舉之指定 作品與課外作品設問 。全卷共設四題,各題分額相同,考生選答其二。





創作練習:考生需於修業期間,在散文、詩歌、小說、戲劇四類文體中最少選擇兩類,完成創作 練習,然後由科任教師選取其中三次練習之成績交予香港考試及評核局。