Educational Research Journal



從文化看小學生的記敘文

2002.第17卷第2期(Vol. 17 No. 2).pp. 273–288
 

從文化看小學生的記敘文

Primary Students’ Written Narratives in Cultural Context

何黃婉儀(Judy W. Y. HO)

摘要

本研究比較了澳洲和香港小學生的記敘文及產生這些文章的文化背景。研究結果顯示澳洲的英語教育比較強調文章的社會意義和目的,及受眾與處境對文章的影響;香港的中國語文教育則着重學生的語文和道德行為的正確,教師身為教育制度的一分子,在其教學過程中傳送這些理念,因而直接影響學生的寫作。本文的重點,在於分析香港中文教育模式與方法如何影響學生的記敘文及可能產生的問題,並提議一些解決方法。

關鍵字:語文教育;文化;記敘文

Abstract

This study compares the narratives written by Australian and Chinese Grade 5 and Grade 6 students and the cultural contexts in which these writings were produced. A total of 198 English narratives collected from four schools of similar socio-economic backgrounds in Sydney and 256 Chinese narratives collected from four classes in one primary school in Hong Kong were analyzed. Besides, an examination of Australian and Hong Kong curriculum documents, a teacher survey, interviews with teachers and classroom observations formed the basis of investigation of contextual factors which might affect the production and interpretation of text. Results show that Australians seem to be more focused on the social purpose and function of text and the effects of audience and context on text, whereas the Chinese language education in Hong Kong places great emphasis on the correctness of both linguistic and moral behaviours. Teachers, being members of the educational system, transmit these ideologies to their students through their teaching practices and affect students’ writings. The paper analyses how students’ narratives are affected by the modes and methods of instruction in Chinese language education, discusses potential problems and makes recommendations to improve the teaching of writing.