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. / published_or_final_version / Education / Master / Master of Education

研究者透過課堂學習研究(Learning study, Marton, 2001)，探討「部件識字」的成效，及其對學生識字量的影響，以調整現有的小一語文教學內容及教學法，鞏固學生學習語文的根基。研究分析「部件識字」對學生識字量的影響，以及學生的識字能力能否轉移到閱讀層面。 研究以部件識字法配合變易理論進行，研究團隊設計不同教學內容及活動，透過不同策略，強化學生對「部件識字法」的認識，掌握當中的認字技巧，以提高識字能力。過程中，研究團隊先透過學生於識字前測的表現，診斷出學習難點，再定出課堂學習內容及其關鍵特徵，透過共同備課，聚焦地為特定學習內容設計教學活動。進行教學後，再透過後測檢視學生表現，利用有關數據，就學生的識字能力和識字量作量化分析。 研究結果顯示，「部件識字」對提升學生識字量的成效顯著，學生在掌握字詞形、音、義，書寫及應用字詞的能力上均有進步，亦有利學生進行字詞解碼及提前閱讀，以致識字能力能轉移到閱讀層面，有助提升閱讀能力。 Researchers investigated the effectiveness of the “Component Word Acquisition” and its influence on students’ Repertoire of Word through the Learning Study (Marton, 2001), in order to enhance the existing language teaching content and teaching methods; and to consolidate the foundation of students' language learning. The study will analyze the effect of Component Word Acquisition on students’ Repertoire of Word, and whether their abilities of literacy can be transferred to the reading level. Assisted with the Theory of Variation in addition to Component Word Acquisition, the Research team designed different course contents and activities and a variety of strategies, in order to improve students’ Repertoire of Word and the ability of literacy. Throughout the process, the Research team based on the students’ performance in the literacy ability pre-test to diagnose their difficulties in learning, and then set the learning contents outlines and identified its critical features. Specific teaching activities to the learning content were then tailor-made through collaborative lesson planning. Afterward, the students’ performance was studied through the literacy ability post-test. Data was gathered to perform the quantitative analysis on students’ Repertoire of Word and their abilities of literacy. The study results show that the “Component Word Acquisition” is remarkable to enhance students' Repertoire of Word, and improve their abilities of understanding the words’ forms, pronunciations and meanings, as well as words writing and application. This is also beneficial to students on word decoding, so that their abilities of literacy can be transferred to the reading level and thus to enhance their reading abilities / published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / abstract / toc / Education / Master / Master of Education

published_or_final_version / abstract / toc / Education / Master / Master of Education

published_or_final_version / abstract / toc / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Philosophy

published_or_final_version / Curriculum Studies / Doctoral / Doctor of Philosophy

published_or_final_version / abstract / Education / Master / Master of Education