評鑑香港中文職前教師普通話沉浸課程之成效 Evaluating the Effectiveness of a Putonghua Immersion Programme for Hong Kong Chinese Language Preservice Teachers

Abstract

普通話教學是香港中、小學必備的一門語言課程。加強粵方言背景教師的普通話語言能力，協助他們參加普通話水平測試，並獲得認可的等級成績，成為普通話教師培訓的重點項目之一。香港政府資助的港外普通話沉浸課程，作為中文教育本科課程不可缺少的部分，其成效如何，是課程發展人員、導師和職前教師所熱切關 注的議題。本研究以關注職前教師普通話語言能力的發展為基本，希望透過應用CIPP模式，從普通話沉浸課程的背景、投入、過程及成果等方面評鑑課程效果，為優化普通話沉浸課程的設計和實施提供依據。研究結果顯示，沉浸課程可有效提高職前教師的普通話聽說和拼音能力。 Putonghua is an essential subject in Hong Kong secondary and primary schools. A key to the training of Putonghua teachers is to strengthen the Putonghua language competence of those teachers with Cantonese as their daily language and to help them get high marks in the Putonghua profi ciency test. The immersion programme is an important part of the undergraduate Chinese language education. The programme is financially supported by the Hong Kong government. Curriculum developers, instructors, and preservice teachers are eager to know whether the programme is effective. This study focused on preservice teachers’ development of Putonghua abilities. The immersion programme was evaluated by using the CIPP model. The results of the context, input, process, and product evaluations were utilized to improve the design and implementation of the Putonghua immersion programme. The results revealed that the immersion programme was effective to enhance pre-service teachers’ Putonghua listening, speaking, and pinyin skills.

Keywords

• CIPP模式
• 教師教育
• 普通話沉浸課程
• 課程評鑑
• Keywords: CIPP model
• teacher education
• Putonghua immersion programme
• curriculum evaluation