HKIER

摘要

小學教育應全面照顧兒童知、情、意的均衡發展。中外學者多認同兒童文學對兒童情意培養有重大作用。小學生接觸兒童文學最便捷的途徑是課本。而在小學分科教學中，中文科向被認為最適合培養兒童情感發展。1990年修訂的（小學中文科課程綱要）將情感目標與語文的認識和技能目標並列。本文透過分析教署推薦的十套課本的其中兩套，首先探討現行小學中文課本中兒童文學元素究竟有多少，能否為學生提供促夠的學習機會；再造一步分析兩套課本的兒童文學元素是否配合兒童的年齡和心理特徵而編寫。結果顯示兩套課本中具兒童文學元素的篇章並不缺乏，質素方面亦頗可觀，能配合小學中文科的情感教育目標，教師宜善加利用。

Abstract

An all-round development of our children should be taken care by primary education. Most educationists agree that it would be beneficial for a child's affective development if he or she can read more child literature. The easiest way for children to know about child literature is through the text books they use. Also, among the subjects that a child learns in school, Chinese is thought to be the most suitable one for cultivating the child's affective development. This may be the reason why the Syllabus of Primary Chinese lists both the affective development and the language skills as two important aims.

The present study is intended to investigate whether the child literary elements embedded in the text books now used in primary schools in Hong Kong can provide enough learning opportunities for the children and that whether these elements are suitably designed for the psychological and developmental needs of the children. Two sets of text books among the ten recommended by the Education Department were analyzed. Results show that there are enough quantity of good quality child literary elements found in these books that can be used to help childrens' affective development if suitably used by teachers.