香港初中現代文閱讀教學中篇章的銜接分析研究

A Study on the Cohesion of Texts in the Teaching of Modern Reading Texts in Hong Kong Junior Forms

張燕珠(Yin-Chu CHEUNG)

《教育學報》 49卷1期 (2021/06) Pp. 211-227

摘要

香港中學中國語文科由「文選型」範文教學，到「單元式」主題教學，再到結合主題和範文的教學，無論課程如何改革，篇章教學仍然是整個課程的核心，都是連繫學生的閱讀能力。一般篇章教學的模式，是從字詞句到段落到篇章，予人「見樹不見林」的教學觀感。篇章教學應該從層面上分析與語言有關的篇章。層面，即語法銜接層面、詞彙銜接層面和段落銜接層面。層面能夠銜接各項篇章成分，並起連貫作用。本文以系統功能語言學理論體系為研究方法，分析初中記敘文閱讀教學中篇章的照應、省略、替代、連接、重複、同義、上下義、局部和整體關係及搭配，落實篇章銜接與連貫的篇章意義。在篇章分析和教學中，強調語法銜接層面及詞彙銜接層面，把割斷了的語言化篇章教學化為連貫達意的作用。於此，本文提出教學導入的建議，以期語文教師思考引入銜接理論於閱讀教學之中。篇章的銜接分析，在現代記敘性篇章教學中優勢很明顯，惟在適用的學習階段及語體篇章上存在着局限。

關鍵字

中國語文 ； 閱讀教學 ； 篇章教學 ； 銜接理論 ； 篇章語法

並列摘要

In Hong Kong secondary schools, the Chinese texts were changed from prescribed texts model teaching to unit-based theme teaching, then to the combination of thematic and model text teaching. But no matter how the curriculum has reformed, texts teaching is still the core of the whole curriculum, which is closely linked to students' reading abilities. The general teaching mode of texts progresses bottom-up from words to phrases to sentences to paragraphs to text, which can give a perception of ＂not seeing the wood for the trees.＂ Text teaching should analyze the linguistic features of a text in levels. Levels include the grammatical cohesion level, the lexical cohesion level, and the paragraph cohesion level. Levels can bridge the text elements and take a cohesive role. Based on systemic functional linguistic framework, this article analyzed the teaching of anaphora, ellipsis, substitution, conjunction, repetition, similarity, superordinate and hyponymy, part-whole relation and collocation in junior-form modern reading texts, and implemented the meaning of textual cohesion and coherence. In textual analysis and teaching, emphasizing the level of grammatical cohesion and lexical cohesion can cut off the teaching of language and separate text into the function of coherent expression. Therefore, this article put forward the suggestion of teaching induction, with a view to prompt Chinese language teachers to think about introducing cohesion theory into reading teaching. The cohesion analysis of texts has obvious advantages in modern narrative texts teaching, but there are limitations in its applicability to different learning stages and style texts.

並列關鍵字

Chinese language ； reading teaching ； texts teaching ； cohesion theory ； textual grammar

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