教育研究學報



香港中文科教師對閱讀策略教學的觀感與實施情況:兩個校本個案

2006.第21卷第2期(Vol. 21 No. 2).pp. 259–282
 

香港中文科教師對閱讀策略教學的觀感與實施情況:兩個校本個案

Chinese Language Teachers’ Perception and Implementation of Reading Strategy Instruction: Two School-based Programs

劉潔玲(Dinky Kit-Ling LAU)

摘要

本研究以協作的模式協助兩所中學的中文科教師發展校本策略教學課程,並以兩所學校負責統籌策略課程的教師為訪談和觀察的對象,從中探討教師實際施行策略教學的模式和對策略教學的觀感。研究結果顯示,參與研究的教師對策略教學抱持正面的態度,他們除了認同策略教學有助提升學生的閱讀能力之外,亦同意發展校本策略課程的經驗,有助他們提升對策略教學的施教和反思能力。不過,研究亦發現在實踐的層面上,教師仍然傾向以傳統教師主導的模式教授策略課,並未做到策略教學理論所強調的教學範式轉移。

關鍵詞:閱讀策略教學;教師觀感;課程實施

Abstract

The study aimed to help Chinese language teachers from two secondary schools develop and implement their school-based reading strategy instruction program by adopting a researcher-teacher collaborative approach. The program coordinator from each school was invited to participate in an investigation on his/her perception and implementation of reading strategy instruction. Findings of the study indicated that teachers generally had positive attitudes towards strategy instruction. Besides the positive effects of strategy instruction on enhancing students’ reading comprehension, teachers also agreed that their teaching skills and reflection on strategy instruction were enhanced through the experiences of developing school-based strategy instruction program. However, findings of the study revealed that teachers did not show obvious paradigm shift in their instructional approach as proposed by strategy instruction theory. They remained to adopt traditional teacher-centered approach in delivering their strategy lessons.