在PISA閱讀素養框架下比較不同教學年資教師自評文言篇章教學策略：以香港中學為例

Comparison of Classical Chinese Texts Teaching Strategies of Teachers with Different Teaching Years under the PISA Reading Literacy Framework: A Case Study of Hong Kong Secondary Schools

本研究的目是探討在PISA 2018閱讀素養框架下，教師自評文言篇章閱讀的教學策略。研究主題是教師學自我效能，包括自我評鑑文言篇章中的教學方法和教學評鑑。研究採用問卷調查法，問卷內容借鑑PISA 2018閱讀素養的「理解」、「運用」、「評價」、「反思」和「參與」。研究對象是正在接受師資培訓（第一組別）及教學年資逾十年（第二組別）的香港中學中文科教師。兩個組別分成功收回10份和7份問卷。結果發現，第一組別總平均值比第二組別略多0.2，反應教學年資（第一組別M＝2.95；第二組別M＝20.14）與教學型微的差異關係。兩個組別教師在「理解」的教學自我效能較高，「反思」的平均值差異最大。在教學自我效能過程中，「運用」、「評價」和「反思」方面，各有不足之處。第一組別較少有過去的教學經驗作比較，教學自我效能感較高，會平均地採用各種教學策略，測試教學自我表現。第二組別會根據過去的教學經驗和個人觀察作出判斷。在教學自我評鑑過程中，兩個組別的教學評鑑，分別圍繞「理解」和「運用」，以及「理解」和評價，但他們都沒有納入「反思」和「參與」。兩個組別的教師看重「理解」，但在幫助學生聯繫篇章與生活時，他們分別選用「運用」和「評價」，反映教師會因應學習階段、學生的學習需要和能力，運用不同的策略。最後，綜合整理各項結論並提出建議，教師運用「反思」改進文言篇章的教學策略，在理解監控的概念中，採用對話交流策略設定不同的範式教學策略。

This paper explores the teaching strategies of teachers' self-evaluation of classical Chinese texts reading under the PISA 2018 reading literacy framework. The research topic is teachers' teaching self-efficacy, including teaching methods and teaching evaluation in evaluating classical Chinese texts reading. The content of the questionnaire draws on the 'understanding', 'using', 'evaluating', 'reflecting', and 'engaging' of PISA 2018 reading literacy. The study invited Chinese teachers in Hong Kong secondary schools who have been undergoing teacher training (Group 1) and teaching for more than 10 years (Group 2) to investigate their self-evaluation of the teaching methods and effectiveness of classical Chinese texts. The two groups successfully recovered 10 and 7 questionnaires, respectively. The results showed that the overall average of the Group 1 was slightly higher than that of Group 2 by 0.2, reflecting the difference between teaching years (M = 2.95 for Group 1; M = 20.14 for Group 2) and teaching behaviour. Teachers in the two groups had higher teaching self-efficacy in 'understanding' and the most significant difference in the mean value of 'reflecting'. In the process of teaching self-efficacy, there are deficiencies in the aspects of 'using', 'evaluating', and 'reflecting'. Group 1 has less past teaching experience for comparison and has higher teaching self-efficacy. Group 2 made judgments based on past teaching experience and personal observations and had lower teaching self-efficacy. In the teaching self-evaluation process, the teaching evaluation of the two groups revolves around 'understanding', 'using' and 'understanding' and 'evaluating', respectively, but neither includes 'reflecting' and 'engaging'. Teachers in the two groups value 'understanding', but they choose 'using' and 'evaluating' respectively when guiding students to connect texts with daily life, reflecting that teachers will use different teaching strategies according to the learning stage, students' learning needs and abilities. Finally, comprehensively sort out the conclusions and put forward suggestions. Teachers use 'reflecting' to improve the teaching strategies of classical Chinese texts and set different paradigm teaching strategies with dialogue and communication strategies in the concept of comprehension monitoring.