The effectiveness of using Chinese cultural schema to improve classical Chinese reading comprehension ability of Hong Kong secondary three students = Yun yong Zhongguo wen hua tu shi ti sheng Xianggang zhong san xue sheng wen yan wen yue du neng li de cheng xiao

Abstract

This study focuses on the effectiveness of schema theories to improve the ability of classical Chinese reading comprehension of Hong Kong secondary three students. A classical Chinese reading course is therefore setup to demonstrate the Chinese cultural schema (hereinafter referred to as “the course”). The result will be discussed below.

Quasi-experimental research method is used in this study. Students are divided into two groups: experimental group and control group. They are compared in pre-test and post-test to evaluate the effectiveness of the course. In addition, individual interviews and questionnaires are conducted both before and after the course of Chinese cultural schema to experimental group in order to learn more their opinions in Chinese culture, reading classical Chinese and the course.

It is shown that both “basic reading comprehension ability” (“understanding of basic / surface meaning”) and “advanced reading comprehension ability” (“understanding of implicit meaning”) are improved, in which “advanced reading comprehension ability” is ameliorated particularly. For the ability of “constructing new knowledge and personal views”, however, the improvement is not outstanding enough. It is also found that students are more interested in Chinese culture and reading classical Chinese after the course.

The result of Chinese cultural schema takes time to reflect. Teachers are encouraged to help students by revision and link up to previous schemas. Once students’ knowledge is reinforced, there will be a fundamental change in their way of thinking. It enhances the course’s effectiveness and makes it more long-lasting.

本研究旨在應用圖式理論，設計一個以建構中國文化圖式為主的文言文閱讀課程(下稱：「中國文化圖式課程」)，藉以探討該類課程對提升香港中三學生文言文閱讀能力的成效。

研究主要運用準實驗研究的方法，透過比對實驗組學生和對照組學生前、後測的成績，藉以評定中國文化圖式課程的成效。此外，為進一步了解學生對中國文化、古典作品，以及是次實驗課程的看法，研究員亦於實驗前、後，向實驗組學生各進行了一次訪談及問卷調查。

研究結果顯示，中國文化圖式課程對提升香港中三學生文言文的「基本閱讀能力」(理解基本/表層文意) 和「深層閱讀能力」(理解篇章深層意義)，均有一定的成效；當中，尤以「深層閱讀能力」的成效最為顯著。至於「讀者層閱讀能力」(建構個人新知識及看法) 方面，於是次研究中，則暫未見顯著成效。此外，研究結果亦發現，學生於課程完結後，對中國文化及古典作品的興趣，亦有一定程度的提升。

圖式建構絕非一朝一夕的，教師在教學的過程中，宜反覆重溫、連繫學生的已有圖式，如是，學生的思維才能出現本質上的改變，而課程的成效也才能變得更加持久。