HKIER

摘要

本研究參考西方認知策略教學的理念設計了一個中文閱讀策略教學課程，配合中文科新課程的推行，在六所成績組別不同的學校的中一年級中文課堂上進行試驗，目的是探討在香港一般課堂上施行策略教學的可行性和成效。參與試驗的教師和學生分別有27人和1,220人。研究結果顯示，不同成績組別的學生接受了策略教學後，在運用策略和理解篇章的表現上均有顯著進步；而大部分教師對策略教學和課程的安排均有正面評價，認為策略教學較傳統中文科的閱讀教學模式為佳，亦容易配合新課程在一般的中文課堂上施行。不過，研究結果亦反映出在策略運用的遷移和保留效應方面，課程的成效有限，而且教師在施行策略教學時亦面對不少實際困難。歸納本研究的結果，研究員認為在香港主流課程中推展中文策略教學的可行性很高，不過要達到策略教學的理想目的──訓練學生成為真正靈活和獨立的學習者，則仍要在教學設計和教師支援方面多作改善。

Abstract

A Chinese Reading Strategy Instruction Program based on the Cognitive Strategy Instruction Model was designed and integrated into the new Chinese language curriculum. This study evaluated the possibility and effectiveness of implementing direct strategy instruction in six secondary schools in Hong Kong. A total of 1,220 secondary 1 (equal to Grade 7) students and 27 Chinese language teachers participated in the study. Findings in the study supported the effectiveness of strategy instruction in enhancing students’ use of reading strategies and comprehension in all achievement levels. Most of the teachers had positive attitudes toward strategy instruction and were satisfied with the arrangement of the Program. Teachers generally agreed that direct strategy instruction was better than the traditional Chinese reading instruction and found it easy to integrate the Program into the new Chinese language curriculum. However, the transfer and maintenance effects of the Program were limited. Teachers also raised questions on some practical problems in implementing strategy instruction in their daily teaching. Whereas findings in this study provided support for integrating strategy instruction into the Chinese language mainstream curriculum, it was believed that improved instructional design of the Program and more support provided to the teachers might enhance greater effectiveness of the Program.