華語文閱讀教學研究－以閱讀理論與個案爲基礎之探索

A Study on Teaching and Learning of Chinese Reading Based on Theory of Reading and Case-Study

10.29847/JNUU.200906.0003

彭妮絲(Ni-Se Peng)

華文閱讀教學 ； 閱讀理解策略 ； 字源 ； 學習遷移 ； 基模 ； teaching and learning of Chinese reading ； strategy of reading comprehension ； word origin ； learning transference ； schema

聯大學報

6卷1期（2009 / 06 / 01）

39 - 61

繁體中文

閱讀理解失敗原因，常是讀者基模不夠、文章訊息不足、讀者缺乏後設認知，以及讀者的理解和文章意義有所出入等。再者，學習遷移是一種複雜的心理現象，影響學習遷移的因素很多，為了能更好地促進語文學習的遷移，應在回憶舊知識的基礎上引出新知識，儘量突出兩語言之間的內在聯繫與差異，強調新舊知識之間的共同要素（如閱讀理解策略）。本研究即從閱讀理解與學習遷移兩面向切入，以四位印尼外籍生為對象，採個案研究方式，藉由實際教學運作、觀察、訪談、問卷、文件分析等技巧，對於外籍大一生華語文閱讀理解歷程、華文閱讀理解策略、華文閱讀理解影響因素，以及初習華語文者之語音轉錄現象等課題進行探討。結言之，以學習者為中心的教學應重視學習者的先備知識；再者，為了促進學習遷移，必須重視對華文閱讀學習策略及華文特色的指導，直到華語文能力養成精熟足以自行閱讀理解，學習「如何閱讀華文」的技巧純熟後，才足以透過閱讀來進行其他領域的學習。

The failure of reading comprehension is the result of many reasons, including reader's lack of schema, insufficient information of the reading materials, and meta-cognition. Moreover, it also is because that reader's understanding and pre-knowledge are different from the meaning of the materials. The learning transference is a complicated process, which is affected by many factors and through this process more and more knowledge is gained and continuingly transformed to personal ability. In order to improve the learning transference of Chinese language, one has to derive new knowledge from the old and to highlight the connection between these two sorts of knowledge. Concerning the common factors, for instance, the reading strategy, of these two sorts of knowledge, the more we address these factors and the more they are, the easier it is to transfer our learning. Based on four Indonesian overseas students as case-study, this research takes the approach of reading comprehension and learning transference to investigate first year students' process of understanding, reading strategy, factors which will affect the understanding, and the transcription of pronounce. The empirical study is carried out via practical teaching and learning, observation, interview, questionnaire, and documentary analysis. Two things are therefore suggested, first, the learner-centric teaching and learning should give weight to learners' pre-knowledge; second, it is important for the improvement of learning transference to emphasize the guide to reading strategy and to characteristics of Chinese. The reading strategy has to be seen as one essential part of teaching. It is not until the learner has a good command of reading understanding, knows well about 'how to read Chinese', and can read independently, that one can learn other knowledge by reading.

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