目標為本課程中學中國語文科學習綱要評議：閱讀與寫作的學習重點

本文透過系統任務分析從終極任務與子任務 (component task) 的關係，評議目標為本課程中學中國語文科學習綱要中閱讀與寫作的部分。研究發現：目標為本課程的《學習綱要》未能把《課程綱要》中的子任務建構出來。認讀的訓練不全面，也不充足；理解方面子系統元素的序列不明確，也不清晰，與高小和高中的銜接都不好，教學的隨意性還很高。在寫作教學方面，觀察，審題，修改能力等都沒有具體的安排或要求，使寫作訓練不能自成體系，而需依附在讀文教學的過程中進行，使施教、評估缺乏科學生。《學習綱要》必需把教學目標解構，清楚明確展示各能力的訓練點、教學內容。這樣教學內容才能落實，教科書的編寫、教師的教學、教學的評估才有根據，教學的質素才有保証。
This chapter, based on a system analysis of the relationship between the final task and component task, comments on the learning guidelines on reading and writing of the Target Oriented Curriculum secondary Chinese Language. The analysis reveals that the Learning Guidelines cannot delineate the component tasks of the curriculum. In reading teaching, the items of read ability training are neither sufficient nor comprehensive; the components and orders in understanding the component task are neither clear nor accurate. In writing teaching, observation, examination of the title, revision abilities have no concrete arrangements or requirements, while the ability of thinking has not received due analysis; gaps also exist between curriculum. As the preparation of the Learning Guidelines and the editing of textbooks are hardly rational, language teachers must keep an eye on this issue, if language teaching is to be rationalized and teaching quality enhanced. Copyright © 2000 The Hong Kong Institute of Education.