以課堂學習研究為平臺改進朗讀教學的個案分析

香港地區關於朗讀教學的研究不多，教師難以得到專業上的有力支持。香港一所中學的教師憑借「課堂學習研究」這個平台，與香港教育學院協作，在初中三年級進行了一次有關朗讀教學的研究。研究由診斷學生朗讀中的困難開始，繼而找出學習內容及關鍵特徵，並運用變易學習理論設計教學。三個循環的課堂實踐不但讓學生普遍掌握了朗讀的技巧，而且讓教師認識到學生學習成果與課堂教臬 的關係，從而促進了教師的專業發展。
The insufficient study on "Reading aloud" teaching in Hong Kong context makes it very difficult for local teachers to find good support for their professional development in this area. This paper describes a Chinese Learning Study case conducted by a group of grade 9 Chinese teachers with the support from Hong Kong Institute of Education. By using Learning Study as a platform, researchers have identified students' learning difficulties, fine-tuned the object of learning and its critical features and then design the research lesson using patterns of variation. The analysis of changes of three cycles of research lessons shows that students have successfully mastered the strategies for "Reading aloud". Furthermore, teachers in the research team have observed by themselves the interactive relationship between teachers' behavior and student learning outcomes and thus have obtained satisfactory professional development. Copyright © 2009 江蘇省教育科學研究院. The publisher web site is located at: http://www.jsie.edu.cn