論指向於“學會學習”的香港小學語文教材的設置

配合香港課程改革“學會學習”精神而出版的小學語文教科書共有十四套,尚有其他校本教材。“教材”是課程的資源,是教師教學的根據,是學生學習的材料和媒介。不同的教材編寫理念,產生不同的教材,並影響教師和學生的教與學理念和行為。文章分析了一套以學生為學習主體,建基於認知理論,以建立及發展學生自主學習能力為設計理念的教材,從語 文教材的目標、內容、結構編排和活動設置的策略展開,闡釋“教材”轉化為“學材”的實踐嘗試。
With reference to the “learning to learn” spirit advocated in Hong Kong’s curriculum reform, 14 primary school Chinese Language textbooks have been published and other school-based teaching materials were written. “Teaching materials” are not only the resources of curriculum but also the base of the teaching of teachers and study materials and media of students. The adoption or choice of different curriculum theories will lead to the publication of different teaching materials, which will influence the teaching and learning beliefs and behaviours of teachers and students. This paper focuses on the analysis of a set of student-centred teaching materials, which is based on cognitive theories to establish and develop students’ autonomous learning. It attempts to study and analyse the objectives, content, structure and strategies to explain how the “teaching materials” are transformed into “learning materials”. Copyright © 2017 Research on Modern Basic Education.