摘要

長久以來，香港學校的中國語文科都以廣州話（粵語）授課。自從教育當局訂明「用普通話教中文」的遠程目標後，不少學校紛紛嘗試，有些甚至由小一開始「普教中」，情況令人關注。有鑑於此，本文以三位小一教師的課堂為例，以量化及質化的方法，具體分析「普教中」的課堂語言，以助澄清下列疑慮：（一）香港小學一年級的中國語文課，能否直接採用普通話授課？（二）「普教中」的教師能如何引導小一學生適應教學媒介的轉變，如何有效學習？

關鍵詞：普教中；課堂語言；語文教學

Abstract

For a long time in Hong Kong, the school subject of “Chinese Language” has been taught in Cantonese. Since “Putonghua as a Medium of Instruction” (PMI) was formally endorsed by the authorities as a long-term goal, many schools have made various attempts to implement the PMI policy. Some schools even started to teach the subject in Putonghua as early as Primary One, causing some concern in society. Based on an analysis of classroom data collected from three primary school teachers, this paper reports on both quantitative and qualitative findings which provide evidence for clarifying the following concerns: (1) Can “Chinese Language” for Primary One pupils be taught directly in Putonghua? (2) How can the PMI teachers guide Primary One pupils to adapt to the change in the medium of instruction and learn effectively?

摘要

香港的學校近年推行多項教育變革，需要中層人員協助以領導學校發展。本文報導一項關於小學中層管理人員對培訓需求的研究，探討小學中層人員的工作現況、專業發展需要，以及優質學校對中層人員的需求。研究顯示，目前提供中層人員的培訓機會不足，中層人員對處理學校的人際關係、危機管理、資源管理和教育法律等課題有強烈的培訓需求。本研究建議香港教育局開設的中層管理培訓課程必須有針對性，其內容及方式應多元化，以滿足中層人員對培訓的需求。

關鍵詞：中層管理；專業發展；優質學校

Abstract

In recent years, many educational innovations have been implemented in schools in Hong Kong. There is an acute need for training middle managers for schools’ sustainable development. This article reports on a study of the training needs of middle managers in primary schools in which their present situation, their needs for professional development and their requirements for quality school management and development are explored. The findings suggest that there are insufficient training opportunities for middle managers in primary schools and that there is a strong demand for interpersonal skills, crisis management, resources management and understanding of education ordinances in the management and training curriculum for middle managers. The study recommends that training programs should focus on meeting the specific needs of middle managers and the content and approach be multi-dimensional.

Abstract

This paper looks at the recent history of developmental dyslexia in Hong Kong through the perspectives of local definitions and assessment processes, as concepts and consensus on these evolved over the years. Issues in assessment practices and their implications on the life span of individuals with dyslexia in Hong Kong are discussed.

Keywords: dyslexia; Hong Kong; definitions; assessment; life span

摘要

本文旨在就讀寫障礙的定義和評估程序兩方面，介紹發展性讀寫障礙在香港的歷史，以反映近年本地學者及教育界在這課題上不同的見解及共識。此外，本文亦會探討有關的評估方法及其對讀寫障礙人士在不同人生階段的含義和影響。

摘要

識字的歷程，基本上是在學習語音與文字之間的對應關係，或者說是學習如何將使用視覺的文字符號來表示語音，這個歷程又可被稱之為語音編碼。然而不同文字系統的表音透明度不一，也影響了讀者建立形音對應的層次與掌握的速度。本文透過跨語言研究的文獻回顧，探討中文閱讀習得歷程中，如何建立有效的形音對應。文獻指出中文形聲字的唸名表現，也有類似拼音文字研究中的一致性效果。亦即，音旁表音不一致的形聲字的唸名速度比音旁表音一致的字來得慢，正確率也比較低，並在左大腦下額葉，下頂葉，以及枕葉與顳葉交界處等大腦區域顯示較大的活化。此外，電生理的研究更發現有三個在時序以及認知功能上不同的成分，N170, P200與N400與中文字的形音轉換有關係，這些證據支持聲旁表音一致性的計算，從最早期的知覺特徵分析，到後期的語音與語意競爭，皆有涉入。更重要的是，聲旁表音一致性效果只有在該聲旁有很多的鄰項字時最為明顯。這些成果支持統計學習理論，也就是隨著字彙量的增加，讀者可以逐漸掌握中文形音義之間的統計對應關係或並發展出音旁覺識的後設語言知識。

關鍵詞：一致性；規則性；事件誘發電位；功能性磁振造影；閱讀習得

Abstract

To acquire reading skills, children need to learn a set of orthographic codes used in their writing system for representing the units of spoken language. Mastery of this mapping principle and decoding skill allows children to access thousands of words that are already present in their spoken lexicon. Based on the psycholinguistic grain size theory, reading acquisition in different languages, which vary in the consistency of mapping between orthography and phonology, can involve different psycholinguistic grain sizes (Ziegler & Goswami, 2005). This chapter reviews a series of studies to show how Chinese readers capture the mapping consistency between character and sound. Reading inconsistent/irregular phonograms involved longer naming time and greater activation in the brain than reading consistent/regular phonograms. The neural correlates responsible for the Chinese orthography-to-phonology transformation are very similar to what have been suggested for reading alphabetic writing system. Meanwhile, the ERP evidence suggested that the consistency effect in reading Chinese involved the early sublexical phonological computation and later lexical semantic competition. This is especially true for reading phonograms with large orthographic neighborhood (phonetic combinability). Taken together, those evidences support the interplay between orthographic density and the mapping consistency from orthography to phonology in the different stages of lexical processing and support the statistical learning mechanism of literacy.

摘要

香港教育統籌局在2006年提出，以「三層支援模式」向主流學校中有特殊學習需要的學生提供學習上的支援。「三層支援模式」的概念源自美國2004年的殘疾人士教育法案，該法案提出以「支援－成效模式」作為鑑定學習障礙的參考方法。本文介紹「三層支援模式」和「支援－成效模式」的關係，以及其定義、理念、具體內容和在香港的推行情況，最後提出以這個模式來實踐中國語文教學和評鑑閱讀障礙的一些反思。

關鍵詞：三層支援模式；特殊學習困難；語文教育

Abstract

The Hong Kong Education Bureau introduced a “Three-Tiered Intervention Model” in 2006 for supporting students with specific learning disabilities in mainstream schools. The model was first proposed under the Responses to Intervention (RTI) model in the Individuals with Disabilities Education Act 2004 (IDEA) in the United States as a reference for the identification of learning disabilities. This paper offers an overview of the “Three-Tiered Intervention Model”, including its relation to RTI, its definition, theoretical background, characteristics and implementation in Hong Kong. Implications for applying this model to Chinese literacy instruction and identification of reading disabilities are also discussed.

摘要

閱讀的準確度和流暢度低，是有讀寫困難的學生普遍的問題。許多學生在閱讀的時候，經常會讀漏字，或者將一些字詞誤讀為其他相近的字詞。通過朗讀，可幫助他們解決專注力不足的問題、加深對字詞和文章內容的記憶、增強自信心，進而提高他們的閱讀能力。

關鍵詞：朗讀；讀寫困難；中文教學

Abstract

Reading with low accuracy and fluency is a common problem for students with dyslexia. When reading, they often skip over words or mix up words that are similar. Reading aloud could help solve their problem of attention deficit, reinforce their retention of vocabulary and the content of the text and increase their confidence, thus help them improve their reading ability.

摘要

近年來，香港社會十分關注本地少數族裔學生以第二語言學習者的身分學習中文的情況。本研究以97位來自四所學校的小四級的少數族裔學生為研究對象，讓他們接受標準化的中文聆聽及閱讀能力測驗，該測驗具備本地小一生常模作分數詮釋。結果發現，受試學生大部分在兩個測驗中都遠未達本地小一年級的平均水平，閱讀能力尤其差。我們會討論這些發現對本地少數族裔學生的中文教育的啟示。

關鍵詞：香港少數族裔學生；中文作為第二語言；中文能力水平

Abstract

In Hong Kong, the difficult situation of ethnic minority children learning Chinese as a second language is increasingly becoming a matter of concern. The present study attempted to assess their attainment level in the Chinese language. Ninety-seven ethnic minority Primary Four children from four schools took two standardized tests in Chinese listening and reading comprehension with both tests normed with local Primary One students. The results show that the majority of these ethnic minority students failed to reach the Primary One standard. Their reading ability was particularly poor. The implications of these results for Chinese language education for ethnic minority children are discussed.

Abstract

The present paper gives an account of the different terminologies and definitions of mathematics disorder. In order to answer the question on why and how mathematics is so difficult for some children, related studies are reviewed and the author’s clinical experience in working with children having mathematics disorder is shared. The review mainly includes studies on how four domain-specific abilities (i.e., arithmetic procedural skills, number-fact retrieval, place-value concept, and number sense) and two domain-general processing abilities (i.e., working memory and processing speed) may account for children’s mathematics learning disabilities. In experience sharing, children’s errors made in mathematic tests are analyzed to illustrate their difficulties. Teachers are recommended to pay attention to children’s error patterns in low mathematic achievement so as to identify their learning disabilities in mathematics as early as possible.

Keywords: mathematics disorder; domain-specific abilities; domain-general abilities

摘要

本文首先介紹有關數學障礙的不同學術名稱及定義，再以相關的研究及臨床經驗，幫助讀者了解為甚麼有些孩子認為「數學真難呀！」，進而探討他們的難處何在。研究顯示數學障礙主要與四項數字相關的能力（即運算步驟的掌握、數字組合的檢索能力、位值概念與數字感）及兩項腦部運作能力（即工作記憶與訊息處理速度）有關。至於經驗分享的部分，筆者對孩子在數學測驗中所犯的錯誤作出分析，並展示他們在某項能力上所遇到的困難。最後，筆者提議老師多留意孩子在數學表現上常犯錯誤的模式，務求及早識別他們在數學方面的學習障礙。

摘要

為了幫助弱勢低成就的兒童提升讀寫能力，國立台東大學與永齡希望小學台東教學研發中心自2007年來，試著研發證據本位的有效國語文補救教材及有效的執行模式，迄今已完成系統性的教材（包括教具、教案、學習單）、師資培育及督導系統，以及定期進展監控系統。本文旨在介紹這些研發成果的特色，並報導相關的學術著作與進行中的研究計劃。

關鍵詞：中文；補救教學；弱勢兒童

Abstract

To raise the literacy competence of disadvantaged children, researchers at the National Taitung University have worked with the Yung-Ling Research Center for remedial Chinese reading instruction since 2007. Systematic and structured teaching kits (including teaching aids, lesson plans and worksheets), together with training and inspection systems for teacher preparation and teaching supervision with regular monitoring mechanisms, have been developed based on an evidence-based approach. The present article introduces relevant results and the development of the Center as well as related findings in academic publications.