教育研究學報



比較香港初中不同成績組別學生的中文閱讀理解及策略運用的能力

2002.第17卷第2期(Vol. 17 No. 2).pp. 289–315
 

比較香港初中不同成績組別學生的中文閱讀理解及策略運用的能力

A Comparison between High Achieving and Low Achieving Hong Kong Students on Chinese Reading Comprehension and Strategy Use

劉潔玲(Dinky Kit-Ling LAU)

摘要

本文主要是從運用閱讀策略的角度探討香港初中學生的中文閱讀理解能力,本研究分別以閱讀測驗和問卷調查的形式,比較了兩組不同成績組別的中一學生的閱讀理解能力、運用閱讀策略的能力和自我報告運用策略的經常性。研究結果顯示,學生運用閱讀策略的能力普遍不太理想,特別是學業成績稍遜的學生,他們在運用策略和理解篇章方面的能力很弱,不但完全不能夠掌握一些需要高層認知能力的策略,而且在閱讀時會較經常出現一些負面的閱讀行為,缺乏自我調整和閱讀監控的意識。針對學生在運用閱讀策略方面的問題,本文建議香港的教育工作者可以參考西方的閱讀策略教學研究,改變傳統只是透過範文和練習間接進行閱讀教學的模式,直接教授成績稍遜學生掌握閱讀策略,以提高他們的閱讀理解能力。

關鍵字:中文閱讀理解;閱讀策略;成績稍遜學生

Abstract

This study aims to explore the Chinese reading comprehension problems among Hong Kong junior secondary students through investigating their ability of using reading strategy. Two groups of Grade 7 students with different achievement levels were compared on their reading comprehension performance, ability of using different reading strategies and self-reported frequency use of strategy. Findings in this study showed that students’ general ability of using reading strategy was only moderate. The reading comprehension ability of academically low achievers was especially poor. They were not able to use higher-order cognitive strategies as well as lacking self-regulation and monitoring ability during reading process. This paper suggests that, in order to improve low achievers’ reading comprehension ability, Hong Kong educators should alter the traditional reading instruction to direct strategy instruction.