Education Journal



學校管理層及教師對「能力導向」新高中中國語文科課程的理解:個案研究

2012.第40卷第1–2期(Vol. 40 Nos. 1–2).pp. 95–114
 

學校管理層及教師對「能力導向」新高中中國語文科課程的理解:個案研究

School Management and Teachers’ Understanding of “Competency-based” Approach of the Chinese Language Curriculum in the New Senior Secondary Curriculum Reform: Case Studies

陳健生、霍玉英(Jacqueline Kin-Sang CHAN & Yuk-Ying FOK)

摘要

2009年的新高中課程改革,中國語文科課程無論在目標、架構、教與學等方面,處處顯示以「能力導向」為課程的重點設計,旨在於中國語文學習中培養學生的共通能力、態度及價值觀,提升其讀、寫、聽、說能力。本文選擇三所不同的中學作個案研究,就中文科新課程邀請校內各層人員訪談,探討學校如何理解及規劃新高中中國語文科的「能力導向」課程,最後概括按「能力導向」設計中文科課程的問題,以作未來實施的考慮。

關鍵詞:能力導向;中國語文科課程;高中課程改革

Abstract

Since 2009, the New Senior Secondary school curriculum has adopted an approach emphasizing competencies in the Chinese language curriculum, with a view to nurture students’ generic skills, attitudes and values and to enhance their reading, writing, listening and oral skills. This article, based on the interview of different change agents of the new curriculum in three secondary schools, explores how schools understand and plan the “competency-based” Chinese language curriculum under the New Senior Secondary school reform. The article concludes that there exist some perplexities in the competency-based design of the Chinese language curriculum for future implementation considerations.

Keywords: competency-based approach; Chinese language curriculum; secondary school curriculum reform