2002年，香港全面實施初中中國語文科課程改革。本文探討該課程在制度層面的決定。研究採取深入描寫方式，從決定機構成員的訪談分析誰主宰是次課程改革。結果顯示，在中國語文課程改革的決策中，可見控制政治學主導課程決定。政府「通過權力-知識的來掌握課程決策的控制權」；雖然它對參與者的輸入仍採吸納的態度，但仍掌握最終的決定。若以控制政治學的三項特質來分析，中國語文科課程改革的決策過程符合「容納某些行為方式、排斥其他行為方式」、「政治關係是通過權力-知識之間的互動而產生」、「參與者在受控制下對課程決定具影響力」三項特質。簡言之，中國語文科課程決策離不開控制政治學，仍由最具權力的政府所掌控。

The current study examined the curriculum decision-making of the Chinese Language curriculum reform at junior secondary schools at the system level. Adopting a descriptive approach, the study aimed to analyze who has made the decision in this curriculum reform by interviewing the members of related parties. The findings revealed that decision-making of this curriculum reform was in the grasp of principal officials of the government. The government “took control of the curriculum decision making through power and knowledge”. Though the government has considered and adopted the participants’ points of view, it was still the ultimate decision maker at the end. This article interpreted the Chinese Language curriculum decision through the concept of “politics of control”. “Politics of control” is characterized with three features: “inclusion and exclusion techniques”, “political interactions between power and knowledge” and “agency struggling through curriculum decision making process”. The Chinese Language curriculum decision was conformable to those three features. It could be stated that the decision-making of the Chinese language curriculum reform, dominated by the powerful government, was inseparable from politics of control.