Educational Research Journal


1998.第13卷第1期(Vol. 13 No. 1).pp. 117–136


A Comparative Study of the Effects of Two Modes of Instruction in Chinese Text Learning — "Self-Learning" and "Teacher Instruction"

何萬貫(Man-Koon HO)


學習範文有兩種方法,一為「學生自習」,一為「教師講解」。本研究根據教師所撰寫教案之教學重點,編寫測驗題目,藉此測試學生能否透過自習而掌握課文的內容和寫作技巧。本研究以兩所中學之中四學生為研究對象,一為「學生自習組」,一為「教師講解組」。實驗後,利用two-way ANCOVA分析前測及後測之分數。結果顯示,兩組學生在課文測驗中的閱讀理解總成績並無顯著的差異。而在低層次的內容理解與一般修辭技巧的掌握方面,學生基本上可透過自習方式而習得有關知識。由此可見,教師並不需要在課堂上花費時間詳細教授這方面的知識。


In the present study, the effects of two modes of instruction — "Self-Learning" (SL) and "Teacher Instruction" (TI) — in teaching Chinese texts was investigated. Secondary 4 students were assigned into 2 groups — SL Group and TI Group. Students in both groups were pre-tested on reading comprehension, and then they were to learn a specific Chinese text using their respective instructional modes (SL and TI). Afterwards they completed another reading comprehension test on that same text. Two-way ANCOVA with pre-test as covariate was used to test for differences between the post-test reading comprehension scores of the 2 groups. Results indicated that there was no significant difference between the overall reading comprehension scores of the 2 groups of students. Specifically, students can learn "general rhetoric" and "low-level textual comprehension" equally well with or without teacher instruction, suggesting that teachers do not need to spend class time to teach such knowledge in detail.