「普教中」的研究方向及架構分析

自香港課程發展議會提出「以普通話教授中國語文」（「普教中」）為中國語文教育的長遠目標後，各界人士對有關課題進行了不少討論，其中以「『普教中』可以提升學生的中文能力」的說法的爭議最大。本文旨在以「輸入－敎育過程－輸出」的系統理論擬寫初步架構，分析「普教中」各層面的問題及方向以作進深研究，並且探討教育過程中的教學法、學習行為、心理特質等面向，以釐清「普教中」的研究問題。
Since the Curriculum Development Council proposed “using Putonghua as the medium for teaching Chinese” (PMI) as the long-term goal in Chinese Language education, different sectors and parties have given their voices on the issue. The notion that “PMI can raise students’ standards of Chinese Language” is particularly controversial. This article puts forward the systemic Input-Process-Output theory to outline and analyze the questions and directions of various aspects of PMI for further researches, and explores the different dimensions (like methodology, learning behavior, and psychological traits) of the education process to epitomize the different research questions of PMI. Copyright © 2011 香港中文大學.