大學中文應用科細閱讀能力之檢定與結果分析－以文藻外語大學應用華語文系為考察對象

本文以文藻外語大學應用華語文系為對象，運用文藻已有的電腦化中文適性測驗系統探討2012-2013連兩年文藻應華系全體學生閱讀能力的檢定情形及結果，從而做為了解台灣大學中文應用科系閱讀能力之參考。以檢定的工具而言，文藻應華系使用的電腦化中文適性測驗系統較一般紙筆測驗型態的測驗更為有效可靠。而從2012、2013文藻應華系學生在閱讀能力的表現來看，大致處於全校的中間成績，其分布相當集中。就2012、2013文藻應華系四個年級各自的閱讀能力表現來看，四個年級的能力雖然略有不同，但未達顯著差異，顯示文藻應華系學生在閱讀能力上的表現並未因年級不同而不同。除此之外，追相同學生在2012、2013年的表現，會發現若單就學生本身而言，也未因升級而有顯著改變；而進一步就各年級閱讀能力高、一般、低等三組觀察其在2012、2013年的表現，也是相同情形，為無顯著差異。最後，本文亦就應華系與全校之間在試題表現的差異進行分析，發現僅有三數試題有著明顯的差異，而差異的試題分為簡單一題和困難兩題等兩類，前者為中文寫作及佈局的「程序知識」，而後者皆為文言文，屬於詞義運用與「後設規範知識」。

關鍵字

中文閱讀能力；文藻外語大學應用華語文系；電腦化中文適性測驗

並列摘要

This research aims to explore the reading competency of undergraduate students majoring in applied Chinese related specializations by utilizing the existing computerized Chinese competency testing system of Wenzao Ursuline University of Languages (Wenzao University). The experiment was implemented on the students studying at the Department of Applied Chinese of Wenzao University in 2012 and 2013 (tested students), targeting their reading abilities. For testing tools, the computerized Chinese competency testing system set up at Wenzao University was deemed more effective and reliable than the general pen-and-paper testing methods. Results of the reading competency tests implemented in 2012 and 2013 showed that the tested students fell rather concentrated in the middle section of the scale. In addition, when viewed from collective performance of each grade, there were slight differences between the four grades, but none of the differences reached the level of statistical significance. This shows that there were no differences between the four grades in terms of reading abilities. The same batch of students was tracked from 2012 to 2013 and each student was analyzed for his/her reading abilities at different time sectors (advancing from one grade to the next). We found that no significant differences were present in reading abilities when a student moves from one grade to the next. Further analysis was conducted on three groups of mixed grades labeled high, general and low reading abilities, and no significant differences were found in between the results of 2012 and 2013. Finally, this research conducted an analysis on the differences between students of the Department of Applied Chinese and students of other majors. Significant differences were only found in three sections: one ranked in the scale as ＂easy＂ and two ＂difficult＂. The former involves ＂knowledge of procedures＂ on Chinese writing and layout, and the latter involves meanings of vocabularies and ＂meta rules＂ of classical Chinese texts.