HKIER

摘要

本研究利用錄影帶，比較和分析幾所英文中學（對照組）和把部份或全部學科改用母語授課的中學（實驗組），在中一四個學科──科學、歷史、地理和數學所採用的「授課用語」模式；探討實驗組老師轉用母語授課的適應情況；和找出由於「授課用語」模式的不同，在「教學活動」上可能產生的差異。研究結果顯示：（一）多間習慣上稱為英中的學校，在中一各學科，上課時多以廣東話為授課口語，而書面語亦多英文夾雜。（二）實驗組老師轉用母語授課，未有遇到嚴重的適應問題。（三）轉用母語授課的學校，在多項教學活動上，例如教學次常序的時間分配、老師講課的深入程度、發問的次數、學生填答堂課的自發性……等，都比同一科目，選用英文課本的學校優勝。研究又顯示教學活動的差異程度，數學科最少，而各社會科和科學科則有性質不同的差異。

Abstract

In this article, we compare and analyse the differences in the medium of instruction and the structure of classroom lessons using 4 subjects (Science, History, Geography and mathematics) in the Fl level between two groups of schools. Schools in the experimental group made a change in the medium of instruction in some subjects from English to Chinese recently. The control group is a group of Anglo-Chinese schools of matched standard. The result of this research shows that: (I) teachers in a number of Anglo-Chinese schools use mainly Cantonese for verbal communication and a fair proportion of mixed-code written words in their lessons; (2) teachers in the experimental group do not encounter much difficulty in adopting Chinese as the medium of instruction; (3) in a number of instructional issues, such as the timing of lesson subroutines, the depth of treatment of subject content, the frequency of questioning and pupils' reliance on their teacher in doing classwork, schools in the experimental group do better than the control group. This research also indicates that these instructional issues show least difference in Mathematics lessons. However, differences of unlike nature were observed in Sciences and Social Science lessons.