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言语心智技能在华文阅读理解教学中的作用 : 基于新加坡南区某中学三年级的个案研究 (The effectiveness of using intellectual skills in teaching Chinese reading comprehension : a case study of secondary three students
Author
Liu, Xin
Supervisor
Liu, Zhenping
Abstract
本文从认知心理学研究的角度出发，辅以“心智技能形成三阶段理论” 和“图式 理论”，关注学生的思维发展过程，针对新加坡中学华文阅读理解教 学中，只重视语言知识的传授、缺乏言语技能训练的现象，提出了利用中学生智 力因素促动华文学习、重视学生言语心智技能训练等教学建议。
学生 听、说、读、写言语能力的实质是个体的言语经验；是言语知识和言语 技能的综合体，二者缺一不可。新加坡中学的华文阅读教学中，通常注重的是言 语知识（陈述性知识），不注重用来解决“做什么”“怎么做”、与实践操作密 切相关因而具有动态性质的知识（程序性知识），更严重缺乏言语技能的训 练与培养。而这种技能的训练与培养恰恰是培养学生华文能力的中介。本文 重点研究的是言语心智技能在阅读理解教学中的作用。
我们为了检 验在阅读理解教学中进行言语心智技能训练的可行性，以及言语心智技能训练对提高学生阅读能力的有效性，对学生进行了跨越两个学段、为期近半年的言语心智技能（理清文本信息，概括人物性格）教学模式训练，并且进行了前测和后测的对比测试，另外，还追踪分析了学生的会考成绩。通过此次 实验研究得到以下结论：一、本教学模式在教学实践中所采用的利用思维导 图理清文本信息、辨析答题模式训练，能让学生找到一把解读文章的钥匙，从而使得学生能够独立地把握篇章的思路，辨识、归纳问答题所需答案并完 整表述出来；二、中学华文阅读教学及篇章理解练习中，注重言语心智技能 的开发和训练，能有效地帮助中学生（尤其是华文程度偏弱的学生）提高华 文阅读能力及阅读理解的作答能力，发挥学生的主体性功能。
学生 听、说、读、写言语能力的实质是个体的言语经验；是言语知识和言语 技能的综合体，二者缺一不可。新加坡中学的华文阅读教学中，通常注重的是言 语知识（陈述性知识），不注重用来解决“做什么”“怎么做”、与实践操作密 切相关因而具有动态性质的知识（程序性知识），更严重缺乏言语技能的训 练与培养。而这种技能的训练与培养恰恰是培养学生华文能力的中介。本文 重点研究的是言语心智技能在阅读理解教学中的作用。
我们为了检 验在阅读理解教学中进行言语心智技能训练的可行性，以及言语心智技能训练对提高学生阅读能力的有效性，对学生进行了跨越两个学段、为期近半年的言语心智技能（理清文本信息，概括人物性格）教学模式训练，并且进行了前测和后测的对比测试，另外，还追踪分析了学生的会考成绩。通过此次 实验研究得到以下结论：一、本教学模式在教学实践中所采用的利用思维导 图理清文本信息、辨析答题模式训练，能让学生找到一把解读文章的钥匙，从而使得学生能够独立地把握篇章的思路，辨识、归纳问答题所需答案并完 整表述出来；二、中学华文阅读教学及篇章理解练习中，注重言语心智技能 的开发和训练，能有效地帮助中学生（尤其是华文程度偏弱的学生）提高华 文阅读能力及阅读理解的作答能力，发挥学生的主体性功能。
This dissertation attempts, from the perspective of cognitive psychology, coupled with “intellectual skills 3-stage progression theory” and “schema theory”, to argue that in the teaching and learning of Chinese Language reading comprehension in Singapore Secondary school students, we need to shift our focus from teaching of language knowledge, to developing language communication skills, based on the stages of cognitive development in the students. This study also presents recommendations, such as utilizing students’ cognitive abilities, and emphasizing an “intellectual skills” progressive learning model, to facilitate more effective learning of Chinese.
The mastering of the 4 skills- listening, speaking, reading and writing is basically the language acquisition experience of every individual. In the process, linguistic knowledge and language skills are infused together. However, in the teaching and learning of Chinese language comprehension and reading in Singapore schools, often there is more emphasis on “what”, ie the declarative linguistic knowledge, than “how”, ie. the process and experience to infuse the knowledge and put them into practice, to form procedural knowledge. There is thus a lack of emphasis in the nurture and development of language skills- which is the important necessary intermediate stage-in the formation of genuine Chinese language ability.
A 6-month (2 academic terms) research was conducted to put in place an “intellectual skills” language learning model to a group of students , through a pre-test, a post-test and another control group, and by comparing the interrelation with their GCE(SINGAPORE – CAMBRIDGE General Certificate of Education Ordianry Level) results for the subject，to test its effectiveness in improving the comprehension ability of the students. There are 2 important conclusions that can be drawn from this research:
1) In the practical process of utilizing this “intellectual skills” language learning model, the use of pictorial mind-map representation, is a key to help students independently comprehend the structure of the comprehension passages, identify and synthesize the requirements of the questions, through clarification of the messages of the text and familiarization of the answering patterns;
2) The utilizing of the “intellectual skills” language learning model is effective to facilitate students, especially those who are weaker in their Chinese ability, to independently improve their Chinese reading ability and comprehension answering skills.
The mastering of the 4 skills- listening, speaking, reading and writing is basically the language acquisition experience of every individual. In the process, linguistic knowledge and language skills are infused together. However, in the teaching and learning of Chinese language comprehension and reading in Singapore schools, often there is more emphasis on “what”, ie the declarative linguistic knowledge, than “how”, ie. the process and experience to infuse the knowledge and put them into practice, to form procedural knowledge. There is thus a lack of emphasis in the nurture and development of language skills- which is the important necessary intermediate stage-in the formation of genuine Chinese language ability.
A 6-month (2 academic terms) research was conducted to put in place an “intellectual skills” language learning model to a group of students , through a pre-test, a post-test and another control group, and by comparing the interrelation with their GCE(SINGAPORE – CAMBRIDGE General Certificate of Education Ordianry Level) results for the subject，to test its effectiveness in improving the comprehension ability of the students. There are 2 important conclusions that can be drawn from this research:
1) In the practical process of utilizing this “intellectual skills” language learning model, the use of pictorial mind-map representation, is a key to help students independently comprehend the structure of the comprehension passages, identify and synthesize the requirements of the questions, through clarification of the messages of the text and familiarization of the answering patterns;
2) The utilizing of the “intellectual skills” language learning model is effective to facilitate students, especially those who are weaker in their Chinese ability, to independently improve their Chinese reading ability and comprehension answering skills.
Date Issued
2013
Call Number
LB1050.45 L58
Date Submitted
2013