阅读六层次能力框架在小学阅读试卷编制中的使用

在中国语文教学中，如何评估小学生的阅读能力是我们十分关注的问题。阅读六层次能力框架自2005年提出以来，为新加坡的华文课程和香港的中国语文课程提供了参考，并运用在发展、教学与评估设计中。然而，教师对阅读六层次能力框架的看法，以及如何将它实际运用于“校本课程发展”和“教学与测试的设计”中，仍有待展开实证研究。本文结合当前学校评估政策文件和教师访谈，研究了香港小学教师在编制阅读试卷时，对阅读六层次能力框架的使用情况及其使用的影响因素。

The evaluation of the reading ability of primary school students has been a major concern for Chinese language educators. First expounded in 2005, the “Framework of Six Types of Reading Comprehension Processes” has been applied in Chinese language curriculum development as well as instructional and assessment designs in Singapore and Hong Kong. However, there lacks research on teachers’ understanding of the Framework and on how it is applied in school-based curriculum development as well as teaching and test design. This paper is an investigation of the application of the Framework in the designing of reading ability tests by primary school teachers in Hong Kong as well as factors influencing its application through an analysis of assessment policy documents of schools and teacher interviews.