Effectiveness of establishing cultural schema in enhancing junior secondary school students’ object-describing textreading ability

羅瑋琳(Wai-lam Lo)

香港大學/Master of Education/Education/碩士(2011年)

並列摘要

中國語文教育除重視培養學生的語言能力外，也須兼顧中華文化及品德情意的傳授，然而學生普遍未能掌握文章的深層文意，更遑論能掌握中國傳統文化中一些重要觀念，培養出良好的品德情意。

本研究以中二級學生為研究對象，從認知層面優化詠物單元的教學活動，以提升學生理解詠物作品的能力。研究配合單元教學進行，為時4個循環週，約30課節。在教學過程中，筆者會透過不同的教學內容幫助學生建立與君子有關的文化圖式 ; 篇章講授方面，筆者會引導學生理解篇章的深層文意，尤其是讓學生明白作者如何以類比手法達至詠物抒情的目的。在教學的前、中、後期，學生須完成3份測卷及填寫2份問卷以作評估，另有三位來自不同能力組別 (高能力、一般能力及低能力) 的學生會獲邀接受訪談。

本研究探究的問題有二 : 第一，幫助學生建立文化圖式能否提升學生閱讀詠物作品深層文意的理解能力 ; 第二，幫助學生建立文化圖式對不同能力的學生會否有不同的成效。研究結果顯示，學生在接受文化圖式輸入後，閱讀詠物作品深層文意的理解能力有所提升，其中以低能力學生獲益最大。

In addition to emphasis on students’ language ability, teaching of Chinese culture, morality and affection are also taken into account when we talk about the content of Chinese language education. However, students generally cannot grasp the deep meaning of the text, let alone master a number of important concepts in traditional Chinese culture, as well as cultivate good moral characters.

Secondary two students are chosen to participate in this research, learning object-describing text in cognitive approach for enhancing object-describing text reading ability. Pre-experimental method is used in this research, the students participated are 9 boys and 28 girls. This research is carried out with the unit teaching within 4 cycles, about 30 lessons. In the teaching process, students were taught through different teaching contents to help students establish schema about gentlemen (junzi). On the other hand, students were guided to understand the deep meaning of the text in particular to understand how the author expresses his own feeling by analogy. All students were asked to finish 3 tests and 2 questionnaires in total at different stage of the research, and another 3 students from different ability groups (high ability, general ability and low ability) were invited to interview.

This research explores two issues: First, can the students’ object-describing text reading ability be enhanced after establishing cultural schema? Second, do students of different ability will have different results after establishing cultural schema? The result reveals that students’ object-describing text reading ability has been enhanced after establishing cultural schema, and the low-ability students benefit most.

並列關鍵字

Reading comprehension - Study and teaching (Secondary) - China - Hong Kong. ； Chinese language - Study and teaching (Secondary) - China - Hong Kong.