PMI課堂的教學語言效能探析

本文針對教師「用普通話教中文」（下稱PMI）的語言表現，探討它與教學效能的聯繫。研究發現，成功的PMI教學，教師的語言表現呈現強烈的一致性，同時由此引起學生的學習行為反應（包括情意和語言反應），也異常相似。概括而言，優秀的PMI教師，都同時具備照顧者（caretaker）和教者（teacher）的語言特徵，並成功吸引學生在聆聽和回應教師話語時，高度集中，積極扮演學習者（learner）和運用者（user）的角色。本文通過考察教師的語言表現和學生的學習回應，結合細緻的話語分析和相關教學策略的探討，期望為「高效的教學語言」找出具體涵義。
This paper investigates teachers’ linguistic performance and its relation to the effectiveness of using Putonghua as the medium of instruction (PMI) in teaching the Chinese Language. Findings reveal that successful PMI teaching and teachers’ linguistic performance are highly correlated, including being able to arouse students’ learning and behavioural responses (both affective and linguistic responses). Generally speaking, quality PMI teachers possess the linguistic characteristics of both the “caretaker” and the “teacher” — they could attract students’ attention in listening and responding to teacher prompts, and actively engage students to take the role of both language “learners” and “users”. Through the evaluation of teachers’ language performance and student responses, and the analyses of detailed classroom discourse and related teaching strategies, it is hoped that the essence of “high quality medium of instruction” can be better understood. Copyright © 2007 香港中文大學香港教育研究所.