In recent years, information and communication technology and curriculum and instructional reform are the most significant educational reform issues in Macao. The aim of this dissertation is to investigate teaching and learning opportunities and challenges faced by curriculum designers and managerswhen designing, implementing and evaluating a computer-based distance learning curriculum in a student-centered learning environment. The research uses literature review, group discussion with local educators, and action research using a collaborativenetwork-based learning platform under established curriculum concepts and themes to provide a common learning environment for students to determine their own learning goals, choose learning contents, integrate learning experiences and evaluate learning outcomes by themselves. The following preliminary results were originated from this research in the area of designing, implementing and evaluating a computer-based distance learning curriculum in a student-centered learning environment. At the theory level, mainstream educational theorists agreed that students are at the center of educational process, such that both the design and management of the curriculum should also be student-centered; At the policy level, most industrialized countries in the world put strong emphases on the development and implementation of long term and comprehensive information and communication technology policies in education; At the curriculum framework level, the development of information and communication technology will inevitably transform the teacher-centered, passive and individual instructional paradigm to a student-centered, proactive and collaborative learning paradigm; Although the use of computers and internet are widespread in Macao, and information technologyinfrastructure and hardware had seen substantial advancement in recent years under continuous financial support from the government and collaborative initiatives from the community. However, the achievement level is still behind some industrialized countries and regions; Students in Macau currently seldom use information technology resources for the purpose of organized learning. Although many teachers process the ability to use basic information and communication technology tools, they have not been able to successfully integrate information and communication technology into the teaching and learning process; Educators and citizens’attitudes towards information technology are the most crucial factors in the success or failure of any information technology educationaldevelopmentstrategies. Although most people support the development of information technology in education, some people do have certain reservations about its outcomes; The result of the distance learning action research showed that most students successfully participated in the computer-based distance learning programme enjoyed the learning experience; and students’attitudes towards information and communication technology are the most important factor in pre-determining their success in the curriculum; In summary, the theories of information and communication technology in education made dazzling promises to the future of educational reforms, but whilst transforming these theories into actual designing, implementing and evaluating curriculum practices, the attitudes of teachers and students alike have not transformed as fast as technological advances, therefore there are still any obstacles to be tackled before the vast potential opportunities can be fully explored.

資訊及通訊科技教育及課程與教學改革是近年澳門教育改革的熱門議題，本論文旨在探討在以學生為中心的學習環境中設計、實施及評估電腦化遙距學習課程時，課程設計及管理者在教學與學習過程所遇到的機遇和挑戰。 研究過程中所使用的研究方法包括文獻探討，以本澳教育工作者為對象的訪談，以及利用網絡協作學習工具爲學生提供共享的學習空間，並圍繞與課程 相關的概念和主題下自行決議學習目標、選擇學習內容、統整學習經驗並自我 評價學習成果的小型課程試驗。 本研究歸納出關於在以學生爲中心的學習環境中設計、實施及評估電腦化遙距學習的以下幾點結論。 在教育理論層次，學者大都認同學生應是教育過程的主體，課程的設計與管理應以學生為中心; 在教育政策層次，世界上主要的工業化國家和地區均十分重視制定具長遠目標的及從多個層面推動資訊及通訊科技教育的教育政策; 在課程框架層次，資訊及通訊科技教育的發展將促使以教師爲中心、被動、個人化的教學模式逐步轉化爲以學生為中心、主動、協作的學習模式; 澳門電腦及互聯網在社區已相當普及，在政府持續提升資助及民間教育工作者的共同努力下，澳門學校資訊科技在硬件和基建方面近年已有顯著的改進，但與先進國家相比仍有一段距離。 澳門學生尙未能有效地利用現有的資訊科技資源開展有意義的學習;而教師雖大都具備使用資訊及通訊科技的基本能力，但並未能將資訊及通訊科技有效地融入教學與學習的過程中; 澳門教師和市民對資訊科技的態度是發展資訊科技教育成功與否的關鍵;公眾雖然支持發展資訊科技教育，但對其效果仍抱有懷疑; 遙距課程試驗的結果顯示，主動參加並能成功完成課程的學生普遍喜爱以學生為中心的電腦化遙距學習模式，而學生對學習模式和資訊及通訊科技教育的態度與其能否在課程中取得成功有著密切的關係。 總的來說，資訊及通訊科技教育的理論爲教育改革的前景帶來許多美好的承諾，但在將這些理論實踐於課程的設計、實施及評估過程時，發現雖然資訊及通訊科技的軟硬件發展一日千里，但教師和學生對資訊及通訊科技應用在教與學的態度仍有待轉變，這說明了若要真正落實資訊科技教育及課程與教學改革的願景，教育工作者在迎接機遇之餘仍需面對許多挑戰。