基於PIRLS 2016的香港小學生閱讀素養分析與啟示

Analysis and Enlightenment of Reading Literacy of Primary-School Students in Hong Kong Based on PIRLS 2016

10.7038/JETP.201906_(39).0001

王聰(WANG, Cong)

PIRLS 2016 ； 香港小學生 ； 閱讀素養 ； PIRLS 2016 ； the primary-school students in Hong Kong ； reading literacy

教育理論與實踐學刊

39期（2019 / 06 / 01）

1 - 20

繁體中文

PIRLS是一項旨在測評全球各國或地區小學生（年齡在9－10歲之間）使用母語的閱讀能力水準，香港從2001年開始加入測評。PIRLS 2016香港小學生閱讀能力排名由PIRLS 2011的第一位跌至第三位，總分微跌2分。據相關資料分析顯示，這與香港小學生閱讀興趣低、課堂閱讀投入程度差以及閱讀信心不足有直接關係。鑒於上述原因，提出三方面研究建議：重視家庭閱讀教育、優化校園閱讀環境及改善課堂教學方法。本文所使用的資料均來自香港大學中文教育研究中心（CACLER）的研究團隊官方公佈的資料。

PIRLS is a test to assess the ability of primary-school students whose ages are between 9-10 years old using their mother tongue to read in the world. Hong Kong has been participating in PIRLS since 2001. The rank of reading literacy of primary-school students in Hong Kong fell from the first place in PIRLS 2011 to the third place in PIRLS 2016, and the total score also fell 2 points. According to the relevant data analysis, this is directly related to the low reading interest, poor engagement in reading lessons and insufficient reading confidence of primary-school students in Hong Kong. In view of the above reasons, three kinds of research proposals are as follows. We should pay attention to family reading education, optimize the campus reading environment and improve classroom teaching methods. The research material used in this paper is from the official data published by the research team of Centre for Advancement of Chinese Language Education and Research (CACLER) in the University of Hong Kong.

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