Education Journal



新課程實施下香港中文科教師的閱讀教學觀與教學模式

2006.第34卷第2期(Vol. 34 No. 2).pp. 25–46

 

新課程實施下香港中文科教師的閱讀教學觀與教學模式

Chinese Language Teachers’ Conceptions and Approaches of Reading Instruction Under the Implementation of the New Curriculum

劉潔玲(Kit-Ling LAU)

摘要

本研究主要是以問卷調查的形式探討香港中學中文科教師的閱讀教學觀和教學模式,參與研究的教師共493人,分別來自170所不同的中學。研究結果顯示,新修訂中學中國語文課程(下稱「新課程」)經過了幾年的推行,教師普遍對能力導向的閱讀教學觀有不錯的認同度,在教學模式方面亦大致切合新課程以能力發展為主的原則。研究發現,教師的閱讀教學觀和教學模式與他們對新課程指引的熟悉程度、教授新課程的經驗和任教學生的程度有密切關係。研究結果亦支持教師的閱讀教學觀與他們的閱讀教學模式有正面的關係,能力導向閱讀教學觀較強的教師在教學設計、教學方法和評估方法方面均較為符合發展學生閱讀能力的原則。本研究同時發現,傳統範文導向的教學觀與新課程所建議的能力導向教學模式亦有微弱但正面的關係。有關的研究結果對如何落實新課程的理念和提高中文科閱讀教學的效能有重要的啟示。

Abstract

This study investigated Hong Kong Chinese language teachers’ conceptions of reading instruction and their instructional approaches under the implementation of the Newly Revised Secondary Chinese Language Curriculum (hereafter referred to as “the new curriculum”). A total of 493 Chinese language teachers from 170 secondary schools in Hong Kong participated in this study. After the new curriculum has been implemented for nearly four years, the findings of this study indicated that teachers showed a high level of acceptance of the competence-based orientation and their instructional practices were generally consistent with the principles of the new curriculum. Teachers’ conceptions and practices of reading instruction were closely related to their familiarity of the new curriculum guide, experiences of implementing the new curriculum, and the ability level of their students. Consistent with previous studies, the findings of this study showed that teachers’ conception of reading instruction had positive relation with their daily instructional practices. The instructional approach of teachers who held a high level of competence-based orientation was more consistent with the principles of developing students’ reading ability than was other teachers. The findings also indicated weak but positive correlation between the traditional text-based orientation and the competence-based instructional approach proposed in the new curriculum. Implications of these findings for understanding and facilitating Hong Kong teachers’ implementation of the new reading instructional approach are discussed.