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題名：檢討在香港中學中文科實施閱讀策略教學的成效
書刊名：教育學報
作者：劉潔玲／陳維鄂
作者(外文)：Lau, Dinky K. L.／Chan, David W.
出版日期：2003
卷期：31:1
頁次：頁59-94
主題關鍵詞：香港；中學；中文科；閱讀策略教學
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(7) 博士論文(3) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:4
  • 共同引用共同引用:1
  • 點閱點閱:41
本研究參考西方認知策略教學的理念設計了一個中文閱讀策略教學課程，配合中文科新課程的推行，在六所成績組別不同的學校的中一年級中文課堂上進行試驗，目的是探討在香港一般課堂上施行策略教學的可行性和成效。參與試驗的教師和學生分別有27人和1,220人。研究結果顯示，不同成績組別的學生接受了策略教學後，在運用策略和理解篇章的表現上均有顯著進步；而大部分教師對策略教學和課程的安排均有正面評價，認為策略教學較傳統中文科的閱讀教學模式為佳，亦容易配合新課程在一般的中文課堂上施行。不過，研究結果亦反映出在策略運用的遷移和保留效應方面，課程的成效有限，而且教師在施行策略教學時亦面對不少實際困難。歸納本研究的結果，研究員認為在香港主流課程中推展中文策略教學的可行性很高，不過要達到策略教學的理想目的──訓練學生成為真正靈活和獨立的學習者，則仍要在教學設計和教師支援方面多作改善。
A Chinese Reading Strategy Instruction Program based on the Cognitive Strategy Instruction Model was designed and integrated into the new Chinese language curriculum. This study evaluated the possibility and effectiveness of implementing direct strategy instruction in six secondary schools in Hong Kong. A total of 1,220 secondary 1 (equal to Grade 7) students and 27 Chinese language teachers participated in the study. Findings in the study supported the effectiveness of strategy instruction in enhancing students’ use of reading strategies and comprehension in all achievement levels. Most of the teachers had positive attitudes toward strategy instruction and were satisfied with the arrangement of the Program. Teachers generally agreed that direct strategy instruction was better than the traditional Chinese reading instruction and found it easy to integrate the Program into the new Chinese language curriculum. However, the transfer and maintenance effects of the Program were limited. Teachers also raised questions on some practical problems in implementing strategy instruction in their daily teaching. Whereas findings in this study provided support for integrating strategy instruction into the Chinese language mainstream curriculum, it was believed that improved instructional design of the Program and more support provided to the teachers might enhance greater effectiveness of the Program.
期刊論文
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5.劉潔玲(2002)。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。教育研究學報，17(2)，289-315。  延伸查詢new window
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12.Schuder, T.(1993)。The genesis of transactional strategies instruction in a reading program for at-risk students。The Elementary School Journal，94(2)，183-200。  new window
13.劉潔玲(2001)。香港中學中文科輔導教學模式的調查研究。教育曙光，44，64-72。  延伸查詢new window
14.Mastropieri, M. A.、Scruggs, T. E.(1997)。Best practices in promoting reading comprehension in students with learning disabilities: 1976 to 1996。Remedial and Special Education，18(4)，197-220。  new window
15.Patrick, H.、Middleton, M. J.(2002)。Turning the kaleidoscope: What we see when self-regulated learning is viewed with a qualitative lens。Educational Psychologists，37(1)，27-39。  new window
16.Paris, Scott G.、Paris, Alison H.(2001)。Classroom applications of research on self-regulated learning。Educational Psychologist，36(2)，89-101。  new window
17.何偉傑、蕭炳基(1991)。小學中文詞匯教學過程分析。教育研究學報，6，16-22。  延伸查詢new window
18.羅燕琴(1997)。篇章推理與中文語文能力的關係：小六學生中文閱讀理解個別差異分析。課程論壇，6(2)，106-117。  延伸查詢new window
19.Tunmer, W. E.、Chapman, J. W.、Greaney, K. T.、Prochnow, J. E.(2002)。The contribution of educational psychology to intervention research and practice。International Journal of Disability, Development and Education，49(1)，11-29。  new window
20.Swanson, H. L.、Alexander, J. E.(1997)。Cognitive processes as predictors of word recognition and reading comprehension in learning-disabled and skilled readers: Revisiting the specificity hypothesis。Journal of Educational Psychology，89(1)，128-158。  new window
21.Schmitt, M. C.(1990)。A questionnaire to measure children's awareness of strategic reading processes。The Reading Teacher，43(7)，454-461。  new window
22.Perry, N. E.(2002)。Introduction: Using qualitative methods to enrich understandings of self-regulated learning。Educational Psychologist，37(1)，1-3。  new window
23.Meece, J. L.、Miller, S. D.(1999)。Changes in elementary school children's achievement goals for reading and writing: Results of a longitudinal and an intervention study。Scientific Studies of Reading，3(3)，207-229。  new window
24.Chan, Lorna K. S.(1994)。Relationship of motivation, strategic learning, and reading achievement in Grades 5, 7, and 9。Journal of Experimental Education，62(4)，319-339。  new window
25.Swanson, H. L.(1999)。Reading research for students with LD: A meta-analysis of intervention outcomes。Journal of Learning Disabilities，32(6)，504-532。  new window
26.Meyer, B. J. F.、Poon, L. W.(2001)。Effects of structure strategy training and signaling on recall of text。Journal of Educational Psychology，93(1)，141-159。  new window
27.Malone, L. D.、Mastropieri, M. A.(1992)。Reading comprehension instruction: Summarization and self-monitoring training for students with learning disabilities。Expectional Children，58(3)，270-279。  new window
28.Hansen, J.、Pearson, P. D.(1983)。An instructional study: Improving the inferential comprehension of good and poor fourth-grade readers。Journal of Educational Psychology，75(6)，821-829。  new window
29.Duffy, G. G.、Roehler, L. R.、Sivan, E.、Rackliffe, G.、Book, C.、Meloth, M. S.、Vavrus, L. G.、Wesselman, R.、Putnam, J.、Bassiri, D.(1987)。Effects of Explaining the Reasoning Associated with Using Reading Strategies。Reading Research Quarterly，22(3)，347-368。  new window
30.Chan, L. K. S.(1991)。Promoting strategy generalization through self-instructional training in students with reading disabilities。Journal of Learning Disabilities，24(7)，427-433。  new window
31.Borkowski, J. G.、Weyhing, R. S.、Carr, M.(1988)。Effects of attributional retraining on strategy-based reading comprehension in learning-disabled students。Journal of Educational Psychology，80(1)，46-53。  new window
32.Dole, Janice A.、Duffy, Gerald G.、Roehler, Laura R.、Pearson, P. David(1991)。Moving from the Old to the New: Research on Reading Comprehension Instruction。Review of Educational Research，61(2)，239-264。  new window
33.Armbruster, B. B.、Anderson, T. H.、Ostertag, J.(1987)。Does text structure/summarization instruction facilitate learning from expository text?。Reading Research Quarterly，22(3)，331-346。  new window
34.Brown, Rachel、Pressley, Michael、Van Meter, Peggy、Schuder, Ted(1996)。A quasi-experimental validation of transactional strategies instruction with low-achieving second-grade readers。Journal of educational psychology，88(1)，18-37。  new window
35.Baker, L.、Wigfield, A.(1999)。Dimensions of children's motivation for reading and their relations to reading activity and reading achievement。Reading Research Quarterly，34(4)，452-477。  new window
36.Just, M. A.、Carpenter, P. A.(1992)。A capacity theory of comprehension: Individual differences in working memory。Psychological Review，99(1)，122-149。  new window
37.Brown, A. L.、Day, J. D.(1983)。Macrorules for summarizing texts: The development of expertise。Journal of Verbal Learning and Verbal Behavior，22(1)，1-14。  new window
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學位論文
1.劉潔玲(2002)。香港初中學生的中文閱讀理解研究：成績落後學生的閱讀問題及認知策略教學的成效(博士論文)。香港中文大學，香港。  延伸查詢new window
2.蘇月華(1996)。中文閱讀理解能力的個別因素剖象：成績稍遜閱讀者與一般閱讀者的比較(碩士論文)。香港中文大學，香港。  延伸查詢new window
圖書
1.Pressley, M.、Burkell, J.、Cariglia-Bull, T.、Lysynchuk, I.、McGoldrich, J.、Schneider, B.、Snyder, B.、Woloshyn, V.(1990)。Cognitive strategy instruction that really improves student's academic performance。Cambridge, MA：Brookline Books。  new window
2.何文勝(1999)。從能力訓練角度論中國語文課程教材教法。香港：文化教育出版社。  延伸查詢new window
3.Tse, S. K.、Chan, W. S.、Ho, W. K.、Law, N. W. Y.、Lee, T.、Shek, C.、Yu, F. Y.(1995)。Chinese language education for the 21st century: A Hong Kong perspective。Hong Kong：The University of Hong Kong。  new window
4.Goswami, U.、Bryant, P. E.(1990)。Phonological skills and learning to read。Lawrence Erlbaum Association。  new window
5.香港課程發展議會(2002)。中國語文教育：學習領域課程指引（小一至中三）。香港：政府印務局。  延伸查詢new window
6.Perfetti, C. A.(1985)。Reading ability。Oxford University Press。  new window
7.Garner, R. M.(1987)。Metacognition and Reading Comprehension。Norwood, NJ：Ablex Publishing Corporation。  new window
8.Pressley, M.、Afflerbach, P.(1995)。Verbal protocols of reading: The nature of constructively responsive reading。Lawrence Erlbaum Associates。  new window
9.van Dijk, Teun Adrianus、Kintsch, Walter(1983)。Strategies of discourse comprehension。Academic Press。  new window
其他
1.香港課程發展議會(1999)。學業成績稍遜學生在中學第一年的認知及非認知情況與影響其進度的因素研究：摘要，香港：政府印務局。  延伸查詢new window
圖書論文
1.Oakhill, J. V.、Yuill, N.(1996)。Higher order factors in comprehension disability: Processes and remediation。Reading comprehension difficulties: Processes and Intervention。Mahwah, NJ：Lawrence Erlbaum Associates。  new window
2.Kline, F. M.、Deshler, D. D.、Schumker, J. B.(1992)。Implementing learning strategy instruction in class settings: A research perspective。Promoting academic competence and literacy in school。San Diego, CA：Academic Press。  new window
3.Wigfield, A.(1997)。Children's motivations for reading and reading engagement。Reading engagement: Motivating readers through integrated instruction。Newark, DE：International Reading Association。  new window
4.黎歐陽汝穎(1995)。從中學中文科教師對閱讀教學工作的認識的調查結果看九十年代中文科閱讀教學的新挑戰。中國語文教育論文集。香港：三聯書店。  延伸查詢new window
5.Pressley, M.、El-Dinary, P. A.、Brown, R.(1992)。Skilled and not-so-skilled reading: Good information processing and not-so-good information processing。Promoting academic competence and literacy in school。San Diego, CA：Academic Press。  new window
6.Rosenshine, B.、Meister, C.(1997)。Cognitive strategy instruction in reading。Instructional models in reading。Mahwah, NJ：Lawrence Erlbaum。  new window
7.Stahl, S. A.(1997)。Instructional models in reading: An introduction。Instructional models in reading。Mahwah, NJ：Lawrence Erlbaum。  new window
8.Symons, S.、Richards, C.、Greene, C.(1995)。Cognitive strategies for reading comprehension。Cognitive strategy instruction for middle and high schools。Cambridge：Brookline Books。  new window
9.Pressley, M.、El-Dinary, P. B.、Wharton-McDonald, R.、Brown, R.(1998)。Transactional Instruction of Comprehension Strategies in the Elementary Grades。Self-regulated Learning: From Teaching to Self-reflective Practice。New York, NY：The Guilford Press。  new window
10.Schumaker, J. B.、Deshler, D. D.(1992)。Validation of learning strategy interventions for students with learning disabilities: Results of a programmatic research effort。Contemporary intervention research in learning disabilities: An international perspective。New York：Springer-Verlag。  new window
11.Schmitt, M. C.(1988)。The effects of an elaborated directed reading activity on the metacomprehension skills of third graders。Dialogues in literacy research。Chicago, IL：National Reading Conference。  new window
12.Paris, S. G.、Lipson, M. Y.、Wixson, K. K.(1994)。Becoming a strategic reader。Theoretical models and processes of reading。Newark, DE：International Reading Association。  new window
13.Borkowski, J. G.、Muthukrishna, N.(1992)。Moving metacognition into the classroom: "Working models" and effective strategy teaching。Promoting academic competence and literacy in school。Academic Press。  new window
14.Baker, L.、Brown, A. L.(1984)。Metacognitive skills and reading。Handbook of Reading Research。New York, NY：Longman。  new window
15.Anderson, R. C.、Pearson, P. D.(1984)。A schema-theoretic view of basic processes in reading comprehension。Handbook of reading research。Longman。  new window
16.Guthrie, J. T.、Wigfield, A.(2000)。Engagement and motivation in reading。Handbook of reading research。New York, NY：Longman。  new window
17.Pearson, P. D.、Fielding, L.(1991)。Comprehension instruction。Handbook of reading research。Longman。  new window
 
 
 
 
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