基於PIRLS視角下新加坡小學華文教材說明性文本研究

Abstract

本研究旨在探討新加坡小學華文教材中說明性文本與練習題所涉及的閱讀理解歷程分佈，以及教師在教學實踐中所面對的挑戰，進而分析教材、教學與評量三者之間的銜接情形，並提出具體改進建議。研究依據 PIRLS 評量架構發展分析工具，用以分析教材文本、練習題與 PSLE 閱讀理解試題。最後，結合教材分析、PSLE 試題與教師問卷進行三角驗證，建構對教材教學應用與實務問題的整體理解。研究對象為《歡樂夥伴》四至六年級教材（共 66 篇課文、135 題練習）與 2022 至 2024 年 PSLE 說明性文本試題，並輔以 20 份教師問卷意見作為佐證。研究結果顯示，教材中的說明性文本多集中於高年級，練習題偏重基礎歷程，與 PIRLS 所建議的歷程比例不符，亦未有效銜接 PSLE 對詮釋整合能力的要求。教師普遍認同高階理解歷程的重要性，但受限於教材編排、課時與學生語言基礎，教學難以落實，學生在高層次歷程的表現亦相對薄弱。本研究指出說明性文本在教材編排、練習設計與教學支援上的結構性問題，並提出三項改進建議：增加文本類型的多樣性、調整各年段的閱讀歷程分布，以及強化教材與評量之間的對應關係，期能為未來教材優化與閱讀理解教學提供具體參考。This study investigates the distribution of reading comprehension processes in Singapore primary Chinese textbooks and the challenges teachers face in practice. Based on the PIRLS framework, two analytical tools were developed to examine the P4–P6 Huanle Huoban（《歡樂夥伴》）textbooks and workbooks (including 66 texts and 135 items), along with 2022–2024 PSLE informational text questions, with support from 20 teacher questionnaires.Findings show that informational texts are concentrated in upper grades, and exercises focus on lower-order processes, misaligned with PIRLS recommendations and PSLE demands for higher-order integration. While teachers value advanced comprehension, they face implementation difficulties due to curriculum structure, time constraints, and students' language proficiency. The study identifies structural issues in text sequencing, task design, and instructional support. It recommends diversifying text types, improving the progression of reading processes, and strengthening alignment between textbooks and assessments.