香港中文科童話教學個案研究

Research output: Contribution to journalArticles

Abstract

本文旨在探討香港新界區某小學中文科教師進行童話教學所運用的策略、遇到的困難,以及該校學生對童話課的意見。研究採用個案研究方法。研究發現,教師運用朗讀和寫作活動能加強兒童的幻想和想像力;採用提問、小組討論和角色扮演的方式能強化兒童的思考和感悟能力。研究也發現,教師進行童話教學時面對多種困難,主要是難以選材和授課時間不足。個別教師也指出了小組討論有時流於公式化以及缺乏形成性評估記錄等問題。
This is a study of the strategies employed by teachers in a primary school in New Territories, Hong Kong, when teaching fairy tales in Chinese lessons. It also analyses the problems the teachers encountered as well as students’ opinions on fairy tales lessons. Results showed that reading aloud and participating in writing activities could stimulate students’ imagination, while questioning processes and activities such as small group discussions and role-playing could develop thinking and apperception abilities. While we received positive feedbacks from the students, teachers expressed that they had difficulties finding appropriate fairy tales. Inadequate teaching time was another major concern. Teachers were also aware that the group discussions might sometimes be overly-structured and there was a lack of formative assessment. Copyright © 2016 新加坡華文教研中心.
Original languageChinese
Pages (from-to)67-80
Journal華文學刊
Volume27
Publication statusPublished - 01 Jun 2016

Citation

廖佩莉(2016):香港中文科童話教學個案研究,《華文學刊》,27,頁67-80。

Keywords

  • 童話教學
  • 提問
  • 想像
  • 角色扮演
  • The teaching of fairy tales
  • Questioning
  • Imagination
  • Role play
  • Alt. title: A case study of teaching fairy tales in Chinese lessons in Hong Kong