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华文作为第二语言的阅读理解答题技巧 (A research on comprehensions' answering skills for Chinese as a second language learners
Author
Wang, Jun
Supervisor
Choong, Kok Weng
Abstract
双语背景下华文作为第二语言学习者的新加坡学生华文水平呈弱化趋势,相当多学生难以用华语流畅交流,即使修读高级华文课程的学生,华语水平与十年前相比也下降很多。适应学生华文水平下降的现实,2007年教育部采用了新的会考考试模式,字词记忆部分取消,篇章理解的重要性被提高到极其重要的地位,然而,学生在回答阅读理解问答题时的表现却并不理想,探寻解答阅读理解问答题的答题技巧变得相当重要。怎样探寻阅读理解问答题的答题技巧呢?是否根据批判式思维的理论,采用合作学习的方式,能让学生自己归纳出阅读理解的答题技巧呢?这是本研究所要回答的问题。
笔者认为,要探寻阅读理解答题技巧,前提是学生先了解如何读懂篇章、问答题的出题规律和出题方式,再总结问答题的答题技巧并验证其有效性。为此,笔者查阅了《儿童能力进展》等篇章阅读理论书籍,布卢姆认知目标体系分类理论、美国课程研究专家威金斯(Grant Wiggins)和麦克泰(Jay McTighe)的“通过设计促进理解”(Understanding by Design,简称UbD)理论,研读了祝新华博士的“理解的六维度”理论和网络论文《语文阅读理解答题技巧初探》,再根据批判性思维(critical thinking)的相关理论设计实验活动,展开研究。本研究分为两大部分:实验前期训练根据批判式思维理论,通过抓主题思想活动训练学生读懂文章以及设题活动训练学生了解出题规律;进行实验时根据批判性思维理论,采用合作式学习方法,让学生分小组讨论、互评,然后个人巩固练习,两个循环共六轮训练的方法,让学生自己归纳、探寻解答复述题、重整题、解释题、评鉴题这四类阅读理解问答题的答题技巧并在答题过程中加以验证。从实验前测结果和后测结果的对比和学生的反馈结果来看,他们了解了一些回答阅读理解问答题的答题技巧,这些技巧对他们回答阅读理解问答题相当有帮助。
此实证研究也存在一些需完善的地方,包括实验样本的选择应具更广泛代表性,还有祝新华博士提出的“理解的六维度”中的伸展题、创意题没有展开研究,问答题的涵盖广度和代表性也还需要提高,实验期间应延长至训练效果体现的期间,才能使实验结果更具说服力。为此,接下来,笔者将联合其他学校做进一步研究。
笔者认为,要探寻阅读理解答题技巧,前提是学生先了解如何读懂篇章、问答题的出题规律和出题方式,再总结问答题的答题技巧并验证其有效性。为此,笔者查阅了《儿童能力进展》等篇章阅读理论书籍,布卢姆认知目标体系分类理论、美国课程研究专家威金斯(Grant Wiggins)和麦克泰(Jay McTighe)的“通过设计促进理解”(Understanding by Design,简称UbD)理论,研读了祝新华博士的“理解的六维度”理论和网络论文《语文阅读理解答题技巧初探》,再根据批判性思维(critical thinking)的相关理论设计实验活动,展开研究。本研究分为两大部分:实验前期训练根据批判式思维理论,通过抓主题思想活动训练学生读懂文章以及设题活动训练学生了解出题规律;进行实验时根据批判性思维理论,采用合作式学习方法,让学生分小组讨论、互评,然后个人巩固练习,两个循环共六轮训练的方法,让学生自己归纳、探寻解答复述题、重整题、解释题、评鉴题这四类阅读理解问答题的答题技巧并在答题过程中加以验证。从实验前测结果和后测结果的对比和学生的反馈结果来看,他们了解了一些回答阅读理解问答题的答题技巧,这些技巧对他们回答阅读理解问答题相当有帮助。
此实证研究也存在一些需完善的地方,包括实验样本的选择应具更广泛代表性,还有祝新华博士提出的“理解的六维度”中的伸展题、创意题没有展开研究,问答题的涵盖广度和代表性也还需要提高,实验期间应延长至训练效果体现的期间,才能使实验结果更具说服力。为此,接下来,笔者将联合其他学校做进一步研究。
As Second Language Learners,Singapore students’ Chinese foundation became weaker and weaker in the bilingual environment. Most of students cannot communicate in Chinese smoothly. Compared with the students 10 years before, the current students’ Chinese standard has dropped down a lot. To adapt the changing, MOE changed to the new GCE ‘O’ Level exam format in 2007, the spelling and making sentences were removed; the comprehension skills were highly emphasized. However, the students haven’t performed well in the comprehension questions. Hence, it is very important to identify the comprehensions' answering skills to support the students. How to identify the skills? Can critical thinking through the Collaboration Learning Model help students to find out the comprehensions’ answering skills?
To my personal opinion, the pre-assumption of identifying the comprehensions’ answering skills is to understand the essay, how and why the questions are settled, then come out the answering skills. First of all, I studied “The Development of Children’s Reading Ability”, Bloom’s Taxonomy of Education Objectives for the Cognitive Domain, Understanding by Design by Grant Wiggins and Jay McTighe, Further Development on the Cognitive Levels in Chinese Reading and the Typology of Chinese Testing Items by Dr. Zhu Xinhua,and web essays. I also reviewed the theory of critical thinking and collaborated learning (group discussion, peer assessment, feedback/ comments, and etc.) I conducted the research based on the above mentioned theories.
This education research has been carried out as two parts: 1) Pre-experimental: To train students how to understand the essay and grasp the main ideas, how and why the questions are settled and its discipline; 2) Research practice: Two circles of training (group-discussion→ peer & group evaluation / assessment → personal practice) were conducted, then the students identified the answering question skills for 6 cognitive levels’ comprehension, tried the skills in the practices. The research results show significantly improving the students’ capacity of answering the comprehension questions.
But there are still some limitations, such as the samples are not wide; the research questions have not covered all kinds of comprehension questions. Hence, a followed-up action research will be conducted, which will involve more students, more schools.
To my personal opinion, the pre-assumption of identifying the comprehensions’ answering skills is to understand the essay, how and why the questions are settled, then come out the answering skills. First of all, I studied “The Development of Children’s Reading Ability”, Bloom’s Taxonomy of Education Objectives for the Cognitive Domain, Understanding by Design by Grant Wiggins and Jay McTighe, Further Development on the Cognitive Levels in Chinese Reading and the Typology of Chinese Testing Items by Dr. Zhu Xinhua,and web essays. I also reviewed the theory of critical thinking and collaborated learning (group discussion, peer assessment, feedback/ comments, and etc.) I conducted the research based on the above mentioned theories.
This education research has been carried out as two parts: 1) Pre-experimental: To train students how to understand the essay and grasp the main ideas, how and why the questions are settled and its discipline; 2) Research practice: Two circles of training (group-discussion→ peer & group evaluation / assessment → personal practice) were conducted, then the students identified the answering question skills for 6 cognitive levels’ comprehension, tried the skills in the practices. The research results show significantly improving the students’ capacity of answering the comprehension questions.
But there are still some limitations, such as the samples are not wide; the research questions have not covered all kinds of comprehension questions. Hence, a followed-up action research will be conducted, which will involve more students, more schools.
Date Issued
2013
Call Number
LB1050.45 W364
Date Submitted
2013