2015．第43卷第1期（Vol. 43 No. 1）．pp. 59–84
Implications From Hong Kong Students’ Reading Performance in Programme for International Student Assessment on the Chinese Language Curriculum and Teaching
Using data from the past PISA cycles, this article analyzes the strengths and weaknesses of Hong Kong students’ reading literacy, as well as the personal and instructional factors that may affect their reading literacy in the past ten years. The findings indicated Hong Kong students obtained an overall strong performance on the reading assessment of all PISA cycles. Obvious improvements were observed since PISA 2006. Among the three reading processes, Hong Kong students were relatively good at reflecting and evaluating, and obtained the largest improvement in integrating and interpreting. They performed much better on continuous texts than on non-continuous texts. Among various personal and instructional factors, it was found that Hong Kong students had a positive reading motivation but their strategy use and metacognition were unsatisfactory. While students perceived a more positive classroom disciplinary climate in their reading lessons and were frequently involved in traditional literature reading and text interpretation activities, they perceived a lower degree of teacher stimulation and scaffolding and had fewer chances to learn non-continuous texts compared with the OECD average. The findings of PISA are discussed in the light of traditional cultural factors and recent curriculum reform in Hong Kong. On the one hand, the findings support the positive effects of Confucian culture and the traditional approach of Chinese reading instruction on student learning. The emphasis of ability development and extracurricular reading in curriculum reform has further enhanced their reading development. On the other hand, the findings suggest that insufficient strategy instruction and teaching on non-literature reading, and the teacher-centered approach of Chinese language classes may hinder students’ development of self-regulated learning. Moreover, the needs of high achievers and weak students are not catered well in current instructional practices. Suggestions for language educators to further improve Hong Kong students’ reading literacy are discussed.
Keywords: PISA; reading literacy; Chinese language curriculum; reading instruction