Education Journal



中文科教師普通話能力研究

1996.第24卷第2期(Vol. 24 No. 2).pp. 57–80

 

中文科教師普通話能力研究

A Study of Chinese Language Teachers' Proficiency in Putonghua

張國松、何偉傑(Kwok-Chung CHEUNG & Wai-Kit HO)

摘要

1994年7月,教育統籌委員會屬下的語文能力小組發表報告,其中一項建議為在中學會考的中國語文科增設普通話選考卷,目的是要把普通話納入正規的中國語文課內。次年7月,港督在施政報告中提出加強教授普通話和改善教學質素;教育署課程發展處正著手編定適用於各年級的新普通話課程。面對這種情況,語文教師對自我的普通話能力有甚麼要求?本研究即探討這個問題,並從教學語言能力要求的角度分析中文科教師普通話能力的結構。

本研究採用問卷調查方法,問卷包括普通話的說話能力、聆聽能力、注音能力和朗讀能力四部分,共五十二項能力要求,研究對象逐一評定它們對一位中文科教師的重要性。研究結果顯示中、小學中文科教師對普通話能力要求不同;另外,不同教學年資和年齡的老師,對為中文科教師舉辦的普通話課程應包括的範疇,也有不同的看法。研究者根據這些結果,對相關的培訓課程提出了一些建議。

Abstract

In July 1994 the Working Group on Language Proficiency of the Education Commission issued a report. Its members proposed to put Putonghua within the subject of Chinese language and to formalize it as one of the selective examination subjects for the Hong Kong Certificate of Examination. This proposal aimed at assimilating Putonghua into the regular Chinese language course. Later in July 1995, the Governor, in his annual policy speech, mentioned the importance of the teaching of Putonghua. The Curriculum Development Council of the Education Department has been compiling a new syllabus on Putonghua for different levels of students. In view of all these developments, what is the expectation of teachers on their own proficiency in Putonghua? This question is the focus of this research. The researchers aim at analyzing the structure of the Chinese language teacher's proficiency in Putonghua from the perspective of required skills in the teaching and learning of a language.

The research is conducted by a questionnaire survey. The questionnaire includes a list of fifty-two items of required skills. The list is used to study four major aspects of teacherss abilities in Putonghua, namely their articulation, listening ability, phonetic notation and recitation. Subjects are asked to assess the importance of these skills for a Chinese language teacher. The results of the research reveal that, first, Chinese language teachers in primary and secondary schools had different expectations on their proficiency in Putonghua; and second, teachers of different age and of different teaching experiences tended to have different opinions on the contents of learning programmes that should be provided for Chinese language teachers. Based on these findings, the researchers put forward some proposals to assist in the formulation of a training programme for teachers.