生本教育閱讀教學成效探究

The Effectiveness of Student-Centered Education in Second Graders' Reading Instruction

10.6251/BEP.20060622

羅燕琴(Yin Kum Law)

閱讀教學 ； 生本教育 ； 閱讀評估 ； 高階思考 ； reading instruction ； student-centered education ； reading assessment ； higher-order thinking

教育心理學報

38卷1期（2006 / 09 / 01）

51 - 66

繁體中文

本研究主要目的是探究生本教育在香港小學二年級中文科閱讀教學實踐的成效。本研究比較「生本教育班」和「非生本教育班」學生的閱讀測驗分數，以評估生本教育的成效。參與實驗的「生本教育班」學生共425人（218名男生及207名女生），平均年齡為7.3歲；「非生本教育班」學生共250人（140名男生及110名女生），平均年齡為7.5歲。評估工具包括香港中文學科閱讀測驗和高階閱讀思考測驗。研究結果顯示香港小學二年級生本教育中文科的教學課程，不但能提升學生的基本閱讀能力，也能增進學生的高階閱讀思考能力。

This study investigated the effectiveness of student-centered (shengben) education in Hong Kong second graders' reading instruction. We compared Chinese test papers scores between second graders' shengben classes (n=425; 218 boys and 207 girls) and traditional non-shengben classes (n=250; 140 boys and 110 girls). The mean age for shengben classes was 7.3 years, and the mean age for non-shengben classes was 7.5 years. Basic and higher-order reading abilities were measured with two sets of reading comprehension tests. Results indicated that student-centered shengben reading instruction is effective in enhancing both basic and higher-order reading abilities.

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