HKIER

摘要

香港近年教育改革的其中一個關鍵項目是「從閱讀中學習」。然而，有關廣泛的閱讀與學科為本的閱讀兩者之間關係的討論仍有擴大的空間。本文借助學科閱讀的三大範式（閱讀與學習技巧範式、認知與學習範式及社會建構主義範式），探討一項涉及十二所中學的歷史科閱讀計劃的研究結果。透過分析歷史讀物的書面報告及進行焦點小組訪問，本文主要討論兩個問題：一、以歷史讀物為主題的閱讀活動，如何落實歷史科課程綱要所釐定的學習目標？二、歷史科學生的閱讀習慣，如何受社會脈絡的影響？藉此希望啟發師生思考如何在豐富的歷史讀物中增強學科知識及理念，並在香港特有的社會脈絡中，締造獨立思維的空間。

Abstract

“Reading to learn” is one of the four key tasks advocated by the Hong Kong education reformers in recent years. Yet the relationship between reading programs and content area reading is largely unexplored. Drawing from the three main paradigms of content area reading (i.e., reading and study skills paradigm, cognitive and learning paradigm, and social constructivist paradigm), this article discusses the results of a study on the effects of content area reading activities in the development of historical understanding and thinking among Chinese history and World history students in twelve Hong Kong secondary schools. Based on focus group interviews with students and textual analysis of their reading reports, two main questions are pursued. First, how can reading activities achieve the goals of history education laid down in the official curriculum? Second, how do the social contexts shape the reading habits of history students? The article hopes to shed light on how history fictions and non-fictions can be used to broaden the realm of historical inquiry and independent thinking among teachers and students, particularly the close relationship between the process of critical reading and the construction of historical knowledge.