Education Journal



提高學業成績稍遜中學生讀、寫能力的教學策略──多讀多寫

1996.第24卷第2期(Vol. 24 No. 2).pp. 81–96

 

提高學業成績稍遜中學生讀、寫能力的教學策略──多讀多寫

Teaching Strategy for Improving the Reading and Writing Ability of Secondary School Students With Inferior Academic Results — "Read More and Write More"

何萬貫(Man-Koon HO)

摘要

本研究以學業成績稍遜的中一、二學生為研究對象,希望透過「多讀多寫」可以提高學生閱讀和寫作能力。實驗組每星期須閱讀指定的課外篇章,另外還須作文一篇。每篇作文,教師約用兩至三分鐘作簡略的批改。經過一年實驗,實驗組學生的閱讀和寫作成績均較控制組優勝。

Abstract

The research aims to improve student's reading and writing ability through the adoption of the teaching strategy "Read More and Write More." The experimental group includes S.1 and S.2 students with inferior academic results. For a year, they need to read a specified passage and write a composition every week. Teachers would use 2 to 3 minutes to briefly correct each composition. The result checked one year later shows that the reading and writing ability of the students in the experimental group is better than that of the control group.