Expert Chinese teachers' beliefs about reading instruction and pedagogical practices : case studies in Guangdong province China and Hong Kong = Yue Gang liang di Zhong wen zhuan jia jiao shi de yue du jiao xue guan yu jiao xue shi jian : ge an yan jiu

Abstract

本研究試圖探究粵港兩地中文專家教師的閱讀教學觀、閱讀教學實踐及其影響因素。基於中西方閱讀教學、教師觀念、閱讀教學觀與閱讀教學的理論，研究者提出多重個案研究方案。研究者選取中國廣東省與香港六名中文專家教師作爲研究對象，通過課堂觀察、深入訪談、資料收集等方法收集研究數據。研究者運用融入式分析的方法，對數據進行持續性比較與分析性推理，深入探究兩地中文專家教師對閱讀教學目標、閱讀教學策略與教學評估的觀念，他們如何實施閱讀教學，以及影響其閱讀教學觀與教學實踐的個人、學校與社會因素。 本研究結果顯示，兩地中文專家教師都以發展學生的閱讀能力與閱讀興趣作爲主要的閱讀教學目標；主張運用不同的教學策略提升學生的閱讀能力與興趣；同時，他們都重視在教學中實施促進學習的評估。在教學實踐中，兩地專家教師運用了多種教學策略，如小組合作、師生問答、概念圖、閱讀策略教學、直接教授等以提升學生的閱讀能力與閱讀興趣。本研究還發現，香港專家教師在觀念與實踐中更重視閱讀策略教學與小組合作學習，更多地將教學內容聯繫現實生活與照顧差異。兩地中文專家教師的閱讀教學觀與教學實踐受到個人學習經驗、教師培訓、考試評估等多方面因素的影響。

This study aims to investigate expert Chinese teachers’ beliefs about reading instruction, their pedagogical practices and the factors that affect their beliefs and practices. Six expert Chinese teachers in Guangdong Province China and Hong Kong participated in this multiple-case study. The data were collected through classroom observations, in-depth interviews, documents analysis of teaching materials. Immersion analysis through constant comparison and analytical induction was used to analyze the expert teachers beliefs about teaching goals, teaching strategies and assessment, their pedagogical practices as well as the factors affecting their beliefs and practices. The findings showed that all the participants’ beliefs about teaching goals involved developing students’ reading comprehension and reading interest. With regard to their beliefs about teaching strategies, they tended to use different types of teaching methods to develop students’ reading comprehension and interest. The findings indicated that all the participants emphasized on assessing students’ learning during their teaching. In their pedagogical practices, the expert teachers applied various teaching strategies such as peer learning, teacher questioning, reading strategy instruction, concept mapping, and direct instruction in their classrooms. The expert Chinese teachers from Hong Kong in this study seemed to focus more on reading strategy instruction and peer learning in their beliefs and practices. Results also indicated that the participants in Hong Kong tended to pay more attention to associating their teaching with daily life and to students’ individual differences. Moreover, it was found that all the participants’ beliefs and practices were affected by their own learning experience, professional development program, and high-stakes examination among others.