教育研究學報



校本協作計畫中語文教師在閱讀教學的觀感和教學模式的改變

2010.第25卷第2期(Vol. 25 No. 2).pp. 287–324
 

校本協作計畫中語文教師在閱讀教學的觀感和教學模式的改變

Conceptual and Pedagogical Changes of Chinese Language Teachers’ Reading Instruction in a School-Based Collaboration Project

劉潔玲(Dinky Kit-Ling LAU)

摘要

香港自推行中文科新課程之後,課程取向從舊課程的知識和範文導向轉變為能力導向,但香港的中文科教師長期習慣以知識講授為主的教學模式,要改變教師對教學的傳統觀念和教學模式並不容易。本研究採取大學學者與前線教師協作的模式,協助一所中學的中三級教師以自主學習理論為基礎調適全年的單元教學設計,從而促進學生的自主閱讀能力。本文主要從教師的角度探討她們在一年的長期協作計畫中,在對協作計畫的觀感、閱讀教學觀和教學模式三方面的改變,從中反思協作模式的優點和困難,歸納出促進及阻礙教師落實課程改革理念的因素。

關鍵詞:語文教師;專業協作;閱讀教學觀;教學模式;課程改革

Abstract

The new Chinese language curriculum in Hong Kong has changed the traditional instructional approach from a knowledge- and text-based approach to a competence-based approach. As teachers are used to adopt a knowledge transmission approach in teaching Chinese language, it is not easy to change their traditional conception of teaching and instructional approach. This study aims at helping Chinese language teachers in secondary schools to adapt their instructional design based on the self-regulated learning theory to facilitate the development of students’ independent reading ability. This article mainly describes how teachers’ perceptions on the collaboration project, conceptions of reading instruction, and instructional practices changed during this one-year collaboration project. Based on the findings of the study, the advantages and difficulties of collaborative approach as well as the facilitating factors and barriers in teachers’ implementation of curriculum reform are discussed.