A study of teaching of KWL chart to enhance the self-reflection ability after reading of junior secondary school in Hong Kong = Zi wo jian ce tu jiao xue dui cu jin chu zhong xue sheng zai yue du hou de zi wo fan si neng li de yan jiu

Abstract

自2000年開始，課程發展議會一直將「從閱讀中學習」列為課程改革的四個關鍵項目之一，期望培養學生「樂於學習、善於溝通、勇於承擔、敢於創新。」的目標。不過以中學三年級的學生為對象的「學生基礎素養能力計劃」（PISA）則發現香港的學生雖然在閱讀能力方面較其他國家及地區優勝，但是學生的後設認知策略和學習策略並不與閱讀能力成正比，反而成為東南亞地區當中最差。這表現難以達到學會學習和終身學習的目標。 本論文旨在以行動研究和個案研究方式，探討自我檢測圖對中學一年級學生的自我反思能力和自我反思知覺的影響。在行動研究方面，通過教授自我檢測圖，觀察學生自我反思能力和自我反思知覺的變化。並透過學生課業分析，分析學生在反思次數、範疇和深度的變化。在個案研究方面，通過學生的課業分析和學生訪談，分析不同語文能力學生在學習初期和後期自我反思知覺和自我反思能力。本論文也會透過原任老師訪談和課堂觀察，探討自我檢測圖在日常教學的可行性。 研究發現，自我檢測圖能夠提升學生的自我反思能力和自我反思覺識。在學習初期，自我反思能力和自我反思覺識與學生語文能力成正關係。在學習後期，整體學生的自我反思能力都有所進步，當中以語文能力高的學生效果最為顯著。語文能力比較弱的學生往往因為缺乏與篇章相關的已有知識和圖式，令他們未能就篇章內容作出反思。自我反思覺識方面，語文能力高和弱的學生都有所進步，但是語文能力比較弱的學生在接受自我檢測圖後的覺識依然是非常弱，這與他們的學習動力有關。

Curriculum Development Council has put “reading to learn” under one of the four key items since 2000. The council expects students to “enjoy learning, have good communication skills, commitment and innovation”. However, according to the results of Program for International Students’ Assessment (PISA) which is conducted among 15 years old students, the reading ability of Hong Kong students ranked the highest while the skills of using metacognitive and learning strategies rank the lowest among the south-east country. Under this circumstances, the purposes of “learning to learn” and “life-long learning” are hardly to be fulfilled. This dissertation is written in support of action research and case study. It aims at investigating the impacts of using KWL chart on Form one students to enhance their self-reflection ability and self-reflection awareness. In the action research, researcher tried to monitor the change of self-reflection ability and self-reflection awareness through teaching KWL chart. Moreover, students’ self-reflection times, areas and the depth were counted by analyzing students’ written assignments. Also, in the case study, self-reflection ability and self-reflection awareness of students with different Chinese language ability were evaluated by analyzing their written works and interviews. Finally, the feasibility of using KWL in daily Chinese language teaching was discussed through the lesson reflections and interview with teacher. The results showed that KWL chart can increase the students’ self-reflection ability and self-reflection awareness. At the beginning, students’ self-reflection performance is related to their learning ability. After teaching KWL chart, all students showed their improvements in self-reflection ability. The students with higher learning ability did the best. Students with weak learning ability cannot reflect since they lack prior knowledge and schema related to the pessage. Moreover, all students has progress in term of self-reflection awareness. However, the awareness of students with weak learning ability is still weak due to their learning motivation.