File Download
Supplementary

undergraduate thesis: The effectiveness of enhancing reading comprehension and reading motivation of students by the use of drama approach in Chinese language lesson

TitleThe effectiveness of enhancing reading comprehension and reading motivation of students by the use of drama approach in Chinese language lesson
以戲劇習式融入中文教學對提升學生閱讀能力和閱讀動機的成效.
Authors
Issue Date2012
PublisherThe University of Hong Kong (Pokfulam, Hong Kong)
Abstract
運用戲劇習式於語文課作為教學工具被認為是種強而有力的學習過程,更有學者指 出讓學生透過戲劇活動學習,能有效提高他們的閱讀能力。此外,其與角色互動和富有戲 劇情境的課堂特色,使學生寓閱讀於娛樂,更能激起他們閱讀的興趣。 本研究是一項行動研究。運用其中一種戲劇習式-「坐針氈」於中三學生的中文閱 讀課,檢視其對提升學生中文閱讀能力和閱讀動機的成效。透過兩次閱讀能力前後測驗、 兩次問卷及個別學生訪談,本研究發現以戲劇活動融入閱讀課,確能有效提高學生的高階 閱讀思考能力和內在閱讀動機。不同閱讀能力組別的學生,在閱讀測驗方面皆有顯著的進 步。更有超過九成學生表示喜歡以戲劇活動學習文章,結果令人欣喜。 Using drama conventions as a means for teaching and learning in Chinese Language lessons is recognized as an effective process for learning. Some scholars even point out that the reading competency of students could be enhanced with drama approaches introduced to the lessons. Moreover, drama-driven lessons involve dramatic narratives and dynamic interaction among characters, which help them discover the joy of reading, and thus stimulate their interest for it. This study is an Action Research. By using one of the drama conventions, “Hot Seating” in the Chinese reading lessons of a Secondary 3 class, the effect of drama approaches on students’ reading competency and reading motivation for learning Chinese is investigated. The research includes one set of pre and post student questionnaires, pre and post comprehension tests and interview with individual students. The research findings support that drama approaches can indeed enhance the high order thinking reading abilities and their intrinsic reading motivation. The results of the comprehension tests reveal that most of the students show significant improvement, regardless of their reading abilities. In addition, the questionnaire survey indicates over 90% of students enjoy learning literary texts through drama approaches. As we can see, the research findings are very satisfactory.
DescriptionThesis (B. Ed.)--University of Hong Kong, 2012.
DegreeBachelor of Education in Language Education
SubjectDrama in education -- China -- Hong Kong.
Chinese language -- Study and teaching (Secondary) -- China -- Hong Kong.
Reading comprehension -- Study and teaching (Secondary) -- China -- Hong Kong.
Dept/ProgramEducation
Persistent Identifierhttp://hdl.handle.net/10722/173654

 

DC FieldValueLanguage
dc.contributor.authorChong, Ngai-manen_HK
dc.contributor.author莊藝文zh_HK
dc.date.accessioned2012-10-31T09:36:04Z-
dc.date.available2012-10-31T09:36:04Z-
dc.date.issued2012en_US
dc.identifier.urihttp://hdl.handle.net/10722/173654-
dc.descriptionThesis (B. Ed.)--University of Hong Kong, 2012.en_US
dc.descriptionIncludes bibliographical references (p. 64-66).en_US
dc.descriptionZhi dao lao shi: Pan Wenwen.en_US
dc.description指導老師: 潘溫文.zh_HK
dc.description.abstract運用戲劇習式於語文課作為教學工具被認為是種強而有力的學習過程,更有學者指 出讓學生透過戲劇活動學習,能有效提高他們的閱讀能力。此外,其與角色互動和富有戲 劇情境的課堂特色,使學生寓閱讀於娛樂,更能激起他們閱讀的興趣。 本研究是一項行動研究。運用其中一種戲劇習式-「坐針氈」於中三學生的中文閱 讀課,檢視其對提升學生中文閱讀能力和閱讀動機的成效。透過兩次閱讀能力前後測驗、 兩次問卷及個別學生訪談,本研究發現以戲劇活動融入閱讀課,確能有效提高學生的高階 閱讀思考能力和內在閱讀動機。不同閱讀能力組別的學生,在閱讀測驗方面皆有顯著的進 步。更有超過九成學生表示喜歡以戲劇活動學習文章,結果令人欣喜。 Using drama conventions as a means for teaching and learning in Chinese Language lessons is recognized as an effective process for learning. Some scholars even point out that the reading competency of students could be enhanced with drama approaches introduced to the lessons. Moreover, drama-driven lessons involve dramatic narratives and dynamic interaction among characters, which help them discover the joy of reading, and thus stimulate their interest for it. This study is an Action Research. By using one of the drama conventions, “Hot Seating” in the Chinese reading lessons of a Secondary 3 class, the effect of drama approaches on students’ reading competency and reading motivation for learning Chinese is investigated. The research includes one set of pre and post student questionnaires, pre and post comprehension tests and interview with individual students. The research findings support that drama approaches can indeed enhance the high order thinking reading abilities and their intrinsic reading motivation. The results of the comprehension tests reveal that most of the students show significant improvement, regardless of their reading abilities. In addition, the questionnaire survey indicates over 90% of students enjoy learning literary texts through drama approaches. As we can see, the research findings are very satisfactory.en_US
dc.languageengen_US
dc.publisherThe University of Hong Kong (Pokfulam, Hong Kong)en_US
dc.rightsCreative Commons: Attribution 3.0 Hong Kong Licenseen_US
dc.rightsThe author retains all proprietary rights, (such as patent rights) and the right to use in future works.en_US
dc.subject.lcshDrama in education -- China -- Hong Kong.en_US
dc.subject.lcshChinese language -- Study and teaching (Secondary) -- China -- Hong Kong.en_US
dc.subject.lcshReading comprehension -- Study and teaching (Secondary) -- China -- Hong Kong.en_US
dc.titleThe effectiveness of enhancing reading comprehension and reading motivation of students by the use of drama approach in Chinese language lessonen_HK
dc.title以戲劇習式融入中文教學對提升學生閱讀能力和閱讀動機的成效.zh_HK
dc.typeUG_Thesisen_US
dc.identifier.hkulb4812881en_US
dc.description.thesisnameBachelor of Education in Language Educationen_US
dc.description.thesislevelbachelor'sen_US
dc.description.thesisdisciplineEducationen_US
dc.description.naturepublished_or_final_versionen_US

Export via OAI-PMH Interface in XML Formats


OR


Export to Other Non-XML Formats