课程改革下中文教师的教学信念与教学方式之研究-香港教师会.doc

PAGE PAGE 1 課程改革下中文教師的教學信念與教學方式之研究 譚彩鳳 香港中文大學 背景：香港中文科課程改革提倡以學生為主體的教學，建議教師避免過多採用灌輸的方式。 目的：本研究的要旨有二：(1)探討教師的教學信念類型、教學方式及兩者的關係，(2)教師 的信念與教學方式能否配合新中文課程改革。 調查對象：邀請六位中學中文教師參與。 調查方法：以半結構式訪談、觀課及文件分析蒐集資料。 調查結果：研究發現教師持「傳授觀」教學信念以詳述範文為教學主要任務，多採用講述的方 式教學，較少安排小組活動；而持「啟發觀」教學信念的教師傾向綜合讀寫聽說教學，除了運 用講述的策略外，還安排各類活動促進學生學習。 總結：研究結果對課程設計、課程實施有很大的啟示，建議開辦發展改變教師教學信念的課程。 關鍵詞：教學信念、教學方式、課程改革 Study on teaching beliefs and teaching approaches of Chinese Language teachers in curriculum change Background: There is a call for learner-centred approach in the new Chinese Language Curriculum of Hong Kong, teachers are advised not to overuse didactic strategy. Aims: This study serves two aims: (1) To examine teachers’ teaching beliefs, teaching approaches, and their relationship. (2) Do teachers’ teaching beliefs and their teaching approaches meet the requirement of the new Chinese Language curriculum reform? Sample: Six secondary Chinese teachers were invited to be informants. Method: Data were collected through semi-structured interviews, classroom observations and document analysis. Results: This study found that the major concern of teachers with transmission view was to interpret prescribed texts in length; they were unlikely to arrange group activities. For teachers with heuristics view, they believed that integrating reading, writing, listening and speaking were desirable in learning. Apart from delivering lectures to students, they organized a variety of activities to facilitate students’ learning. Conclusion: The results of this study have important implications to curriculum design and implementation. It is suggested that teacher education of conceptual change should be developed. Keywords: teachers’ beliefs, teaching approach, curriculum change 一、研究背景 香港特區政府在二十一世紀開始全面進行教育改革，為了讓學生學好兩文三語，政府大力投放資源改革語文課程。中學中國語文科的舊課程一直以範文帶動教與學，這是由於中學會考以考核範文為主，教師以詳細講述課文為教學任務；至於寫作教學，教師純粹以解讀範文的寫作技巧，讓學生學習寫作的竅門；由於會考沒有聽說考核，故大部分教師都較少訓練學生的聽說能力（何萬貫、歐佩娟，1995；Tse, 1995）。黃顯華、吳茂源(2002)分析了中學中國語文科的課程設計取向，發現1990年實施的中學中國語文