馬來西亞華文獨立中學的課程與教學之研究——以初中華文科的改革為例

Abstract

本研究旨在深入探討馬來西亞華文獨立中學初中華文科的課程改革現狀，以及在教材設計、教學方法和評量方面的實踐。本研究透過半結構式訪談和參與課堂觀察對一所具代表性的大型華文獨立中學，以人文主義教育思想探討學校如何因應《馬來西亞華文獨立中學課程總綱》的要求，推動課程與教學的改革，並提出相關建議。經研究發現，本研究發現S校教師對課程總綱的理解主要集中在以學生為中心和核心素養課程的教學理念上，並透過教學研究組和教務會議等方式促進教師之間的分享和合作。其次，就教材編寫的層面來說，本研究發現教材的內容主要以培養五育、重視跨學科知識等面向組織而成。但是，教材內容在學生的認知和實用性方面的課文，本研究發現部分課文是不太適合學生學習的。同時，在跨學科的內容設計方面，也應考慮學生的先備知識。另外，S校教師的教學方法也因為改革而有所轉變，從應試教育轉向以學生為主的教學。學校鼓勵自主學習，讓學生選擇有興趣的內容，同時推動同儕合作和分組學習，培養學生的團隊合作和溝通能力。然而，在學思達教學法的應用上，本研究認為教師對其教學法的應用只有片面的概念，因此，可為教師提供相應的培訓。最後，在教學評量方面，S校主要著重於認知教學目標的評量，尤其在語文能力和知識方面進行評估。研究建議未來應更平衡認知和情意目標的評量方式，以反映全人教育的理念。本研究亦對馬來西亞華文獨立中學初中華文科的課程改革提出了建議，其中包括深化教師對課程總綱的理解、調整教材內容的實用性、拓展教學方法的多樣性，以及更平衡認知和情意目標的教學評量方式，以期能更好地促進學生的全面發展。This study aims to comprehensively explore the current status of curriculum reform in the Chinese language subject in the junior high school of Malaysian Chinese independent schools, as well as the practices in curriculum design, teaching methods, and assessment. Through semi-structured interviews and participant observation in a representative large Chinese independent school, the study employs humanistic educational philosophy to examine how the school responds to the requirements of the"Malaysian Chinese Independent School Curriculum Outline," promotes curriculum and instructional reforms, and provides relevant recommendations. The research findings indicate that teachers at School S primarily focus their understanding of the curriculum outline on student centered and core competency teaching philosophies. They facilitate sharing and collaboration among teachers through teaching research groups and academic meetings. Regarding textbook development, the study reveals that the content is primarily organized around cultivating holistic education and emphasizing interdisciplinary knowledge. However, some texts are found to be less suitable for student learning in terms of cognitive understanding and practical applicability. Additionally, in the design of interdisciplinary content, consideration should be given to students' prior knowledge. Furthermore, the teaching methods at School S have undergone changes due to the reforms, shifting from exam-oriented education to student-centered teaching. The school encourages self-directed learning, allowing students to choose content of interest, while promoting peer collaboration and group learning to develop students' teamwork and communication skills. However, in the application of the Socratic teaching method, the study suggests that teachers have a limited understanding, indicating a need for corresponding training.Finally, in terms of instructional assessment, School S primarily focuses on assessing cognitive learning objectives, particularly in language proficiency and knowledge. The study recommends a more balanced approach in assessing both cognitive and affective objectives to reflect the holistic education philosophy.The study also provides recommendations for the curriculum reform in the junior high school Chinese language subject of Malaysian Chinese independent schools, including deepening teachers' understanding of the curriculum outline, adjusting the practicality of textbook content, diversifying teaching methods, and balancing cognitive and affective objective assessment methods to better promote students' comprehensive development.