Abstract

 

The study reported in this paper investigated how Chinese novel teaching can enhance students’ affective development and further their in-depth reading experience. Reading courses were designed, based on a theoretical framework building on Rosenblatt’s transactional model. The aim was to help develop the affective qualities (emotions, beliefs, values, imagination, and attitudes) of Hong Kong junior secondary students. The affective taxonomy created by Krathwohl et al. (1964) was modified to construct the affective development assessment model employed as the main research tool in this study. Both quantitative and qualitative research methods were adopted to investigate students’ affective responses and the subsequent changes over the period of the course. Results revealed that after reading three assigned novels, students exhibited positive affective responses in different affective domains. In addition, students’ reading motivation, literature appreciation, and creative writing ability were enhanced. Students could also relate their personal experiences to the reading materials, building their self-awareness through self-narrative writing. The study has inspired thinking on how to facilitate student literature comprehension that goes beyond basic understanding and creates meaningful, in-depth reading experiences. This type of approach is potentially very important indeed in inclusive classrooms that contain a broad range of student abilities and aptitudes.

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Key words
Affective education, Chinese novel teaching, transactional model



中文小說教學融合情意教育的案例研究

鄭秀蘭 |  香港大學

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摘要



本研究以一組香港初中學生為個案，透過建構源自Rosenblatt的以學生作為情意主體和文學作品情意內涵對應的「交流模式」，與修訂Krathwolh等的情意評量模型，形成理論架構和研究工具，旨在設計有助青少年發展正向情意質素的閱讀教學課程作為干預策略，並結合質性和量性的研究方法，探討學生在閱讀過程中的情意反應和改變，瞭解交流模式小說教學與學生意發展、建構高層次的閱讀能力和深刻的閱讀經驗的關係。

 

研究結果顯示學生以交流模式閱讀三本指定小說產生了情緒、審美、心靈、道德、人際、社會等多面向的情意反應，而以審美和心靈範疇的反應最多。此外，學生的情意內化程度平均介於「賦值」和「價值建構」之間。研究亦發現學生對交流模式的學習活動十分認同。此外，他們在閱讀動機上有所增強，語文審美和創作方面的能力亦有所提升，而且能否把閱讀材料連結個人經驗，透過自我敘說建立主體意識。
 

本研究填補了中國語文與文學教育融合情意教育在研究上的缺乏，對如何透過融入情意教育於中文科閱讀教學中，以幫助學生超越對文本的表層理解，達致深層理解及建構深刻的閱讀經驗有所啟發。

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關鍵詞



​中文小說教學，情意教育，交流模式