Using self-directed learning oriented assessments to enhance junior secondary students' reading ability of literary Chinese = 運用自主學習導向評估提升初中學生文言文閱讀能力

Abstract

本研究計劃旨在探討運用「自主學習導向評估」（Mok, 2010）於初中學生文言文閱讀教學，能否提升學生的文言文閱讀能力；以及如何透過「自主學習導向評估」取得文言文閱讀能力的增長。 整個研究計劃共有兩個部份：研究一通過準實驗研究，以實驗組（n=35）和控制組（n=37）的前後測卷數據作量化研究，了解「自主學習導向評估」文言文閱讀課程對提升文言文閱讀能力的成效。另外亦從實驗組中選取高、中、低能力學生各一，通過訪問、放聲思考等方法進行個案研究，以了解不同能力程度學生在課程前後的改變。研究一結果反映經歷「自主學習導向評估」文言文閱讀課程後，學生的文言文閱讀能力有所提升，達到顯著程度。而個案研究則反映不同能力程度的學生，在閱讀動機、掌握的閱讀策略、元認知策略、自我監控能力等方面均有不同的改變，與提升個人的閱讀理解能力有關。 研究二則選取參與課程其中一個組別（n=4），通過話語分析，了解該小組在課程前、中、後三個不同階段，協作進行「作為學習的評估」活動時，如何進行自我監控、相互監控以及共同監控的學習活動，並提升閱讀理解能力。研究結果顯示，隨著課程的推展，小組的協作文化愈趨成熟，加上在課程中老師不時的介入輔助，學生的閱讀過程漸漸由個人監控，發展至相互監控、共同監控，促使不同能力程度的學生都能從中獲益。 通過本研究計劃，得以了解評估及回饋對建立學生自主學習能力、提升學生的閱讀動機、推動深層次閱讀的意義；而評估過程之中，協作文化的建立、同儕以及老師提供的鷹架，都對學生學習發揮了重要作用，有助於教師日後在文言文閱讀教學時，應用「自主學習導向評估」，以取得更佳的教學成效。

This study was conducted to investigate the effectiveness of using “Self-directed learning Orientated Assessment” (SLOA) (Mok, 2010) to enhance junior secondary students’ reading ability of Literary Chinese and explore how students improve their reading ability of Literary Chinese through SLOA. The whole research programme includes two main studies. Study 1 is a quasi-experimental research. An experimental group (n=35) experiencing SLOA Literary Chinese reading programme and a traditionally instructed control group (n=37) were compared through pre-tests and post-tests on students’ reading comprehension. Three cases chosen from the experimental group, representing high, medium, and low achievers, were also investigated through interviews and think aloud protocol in order to expose their changes after the reading programme. Statistical analysis showed a significant difference between the two groups; the experimental group outperformed the control group on Literary Chinese reading ability. Case studies also showed how students with different ability levels benefited from the programme. Different aspects related to reading ability, including reading motivation, use of cognitive and metacognitive strategies, self-directed learning ability, etc., were found to be improved. Study 2 investigated a group of 4 junior students involved in the SLOA reading programme. Discussion discourses during “assessment as learning” activities in different stages of the SLOA reading programme were analyzed in order to expose their self-regulated, co-regulated and socially shared-regulated learning progress, which facilitate their growth in reading ability. It had demonstrated that students with different ability levels could also be benefited from the programme. Implications of using assessments and feedbacks to improve students’ self-directed learning ability, promote reading motivation and in-depth reading had been discussed. It was found that cooperative learning culture, scaffolding from teachers and peers also facilitated the use of “assessment as learning”. This research programme inspires teachers on various strategies to make better use of self-directed learning orientated assessment in Literary Chinese reading education.