基于语篇的ACEF评价性阅读教学策略—以新加坡华文教材为例

ACEF Teaching Strategy of Discourse-based Evaluative Reading: Based on Singapore Chinese Teaching Materials

邱佳琪(Cha-Kie Hiew) ； 谢育芬(Yu-Fen Hsieh) ； 吴宝发(Poh-Huat Goh)

《华文学刊》 23期 (2014/06) Pp. 35-51

摘要

基于语篇的“评价”指在理解语篇意义的基础上，对人物与思想内容进行价值判断，提出自己的看法并说明理由。评价既是阅读理解中重要的一环，也属于高阶思维的理解层次。但目前的华文教学仍缺乏针对评价性阅读教学的教学策略，相关的研究也较为少见。在缺少有效输入的情况下，大部分学生难以掌握评价的重点与技能无法做出完整的评价，评价能力往往较弱。因此本文的目的在于探讨ACEF评价教学策略与评价能力的评估方式，为评价性阅读教学提供明确的方向，以有效提升教师的教学效率与学生的评价能力。本文先通过REAP（Read，读取、Encode，转译、Annotate，评注、Ponder，反思）进行语篇教学，再从新加坡华文教材评价题中归纳出两种主要题型，并分析其特点与所需技能设计出由分析（Analyze）、联结（Connect）、评价（Evaluate）、反馈（Feedback）等四个环节所构成的ACEF评价教学策略，后提供评量表以评估学生的评价能力。论文主要探讨ACEF评价性阅读教学策略的设计，包括教学流程、评量表与教案示例。此教学策略已通过实证研究证实其有效性，在新加坡中学进行为期一年的教学实践与观察，前后测数据及教师反馈都反映了此教学策略的正面效果。

關鍵字

评价 ； 阅读教学 ； ACEF评价教学策略 ； 评量表 ； 新加坡华文教材 ； 教案

並列摘要

This paper proposes the ACEF (Analyze-Connect-Evaluate-Feedback) framework for enhancing the teaching of evaluative reading. The authors believe that evaluation is an essential component of reading comprehension as well as higher order thinking competency. Students' performance in evaluation, however, is generally poor due to a lack of relevant teaching strategies and effective inputs. To address the issue, the authors therefore attempt to construct a systematic and operational teaching strategy of evaluative reading and assessment and have come up with the ACEF teaching strategy. In designing the strategy, the authors first analyzed the features of the evaluative questions from Singapore Chinese teaching materials and past examination papers. The evaluative questions were then categorized into two major types according to these features. The ACEF framework encapsulates the skills required to answer the two types of evaluative questions. Under the ACEF strategy, the teaching process begins with the ＂REAP＂ reading strategy, to be followed by the ACEF framework for evaluative reading. The framework is complemented with rubrics for assessment of evaluation competency. This paper elaborates the strategy and includes a sample teaching plan. The ACEF strategy was implemented in a school over a span of 1 year and statistics showed positive results. Statistical data will be presented in a separate publication.

並列關鍵字

evaluation ； teaching reading ； ACEF evaluative teaching strategy ； rubrics ； Singapore Chinese teaching material ； lesson plan