Cognitive process of reading classical Chinese text of Hong Kong secondary one student = 中一學生文言文閱讀理解思維過程

This dissertation is a case study which is aimed at investigating the reading process of Secondary One students’ during reading narrative classical Chinese texts. It discusses the reading ability level they can reach, difficulties they come across and strategies used during the research study. Research samples include two Secondary One female students who are studying from the same class of a Hong Kong’s secondary school. One of them is with high Chinese language ability and another one is with low Chinese language ability. This research includes a think aloud task, several text understanding tasks and an interview. The research result shows that both students have difficulties on "Surface understanding of context", "Deep understanding of context" and "Establishing personal thoughts”, especially on the first one. The major reasons are they have insufficient classical Chinese schema and misuse of strategies. The student with lower ability could not use reading strategies synthetically and lack of metacognitive ability. The research raises a few practical suggestions on how to enhance the teaching of classical Chinese texts and discusses further direction on classical Chinese research. 本研究屬個案研究(Case Study)， 旨在探討中一學生閱讀記敘性文言文時的思維過程，探究達至的閱讀能力層次，了解他們所使遇到的困難和運用的策略。研究對象是兩位中一級女學生，她們來自同一所香港中學，於同一班就讀。其中一位中國語文能力較高，另一位能力稍遜。本研究通過放聲思考任務、文本理解任務和訪談，探究他們在閱讀一篇記敘性文言文所呈現的現象。研究結果顯示，兩個個案的學生在「表層文意理解」、「深層文意理解」和「建立個人想法」方面均遇到困難，困難尤見於「表層文意理解」方面。學生遇到困難主因是缺乏文言圖式和策略誤用，其中能力稍遜的學生更缺乏綜合運用策略的能力和後設認知理解能力。本文就着上述結果，就教學和研究兩方面提出建議。published_or_final_versionEducationMasterMaster of Educatio