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篇名 |
The Reading Attainment of Hong Kong Primary Four Students: A Study of Literacy Achievements and Its Implications
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並列篇名 | 香港小四學生閱讀成就:閱讀素養的研究和啟示 |
作者 | 謝錫金、許守仁、吳鴻偉、林偉業 |
中文摘要 | 全球學生閱讀能力進展研究(Progress in International Reading Literacy Study, PIRLS)是一項五年一度的國際閱讀素養和能力大型研究。這項研究以全球多個國家 或地區的小學四年級學生為對象,調查學生在校內和家庭的閱讀經驗與學生閱讀能力 表現的關係。本研究透過閱讀理解測卷和問卷調查收集數據,對學生的閱讀素養發展 作出完整描述。香港教育局以「從閱讀中學習」為2000 年「學會學習」教育改革的 四大關鍵項目之一;同時自2001 年起,香港參加了多屆PIRLS 閱讀研究。本研究的 結果和發現,對學校閱讀課程、閱讀環境和氛圍、語文教師的閱讀教學法,以至教育 當局監察和審視教育改革的發展,都具有重要的參考價值和啟示作用。 |
英文摘要 | The Progress in International Reading Literacy Study (PIRLS) is a five-yearly international study of reading attainment of Primary 4 students in different countries and regions, and investigates how it is related to their reading experiences at home and in schools. The study deploys both reading assessment tasks and questionnaires to provide a holistic picture of students’ reading literacy development. Hong Kong, a region that has initiated “Reading to Learn” as one of the four key tasks in nurturing students’ capability of “Learning to Learn” in the curriculum, has participated in several cycles of PIRLS study since 2001. Results to date have offered multifold implications to teachers, schools and parents to optimize pedagogy and literacy environment, and to policymakers for monitoring and evaluating the on-going curriculum reform. |
起訖頁 | 035-058 |
關鍵詞 | 全球學生閱讀能力進展研究、閱讀成就、大型國際評鑑、政策啟示、閱讀教學法、PIRLS、reading attainment、large-scale international assessment、policy implication、reading pedagogy |
刊名 | 教育學報(香港) |
期數 | 201506 (43:1期) |
出版單位 | 香港教育研究所 |
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| Strengthening Teacher’s Sense of Effectiveness |
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| 香港學生在歷屆學生能力國際評估計劃的閱讀表現對中文科課程和教學的啟示 |