本研究是以問卷調查的形式，分別就中文輔導班的教學內容、教學方法和習作類別探討現時香港一般中學中文科輔導教學的模式，及學生對中文科輔導教學效能的觀感。調查結果顯示，中文科輔導班的教學內容主要集中在範文教學和低層次的字詞教學上，較少進行高層次的閱讀和寫作策略教學；在教學方法方面，大多數的教師都是以直接的知識灌輸為主，課堂形式較為單向，學生的參與機會較少，而教師主要是以外在強化的方法提高學生的學習動機。另外，在學生對輔導教學效能的觀感方面，學生的意見較為中性，大部分學生對輔導教學效能的評分不高，但又至於完全否定輔導教學的效能。針對目前中文科輔導教學的不足之處及配合香港未來的教育改革方向，本文建議香港的教育工作者可以嘗試參考西方的介入研究，從提高學生掌握高層次的讀寫策略、後設認知的能力及學習中文的內在興趣著手，改變傳統的中文科教學模式，使輔導教學更能切合成績落後學生的需要。
This study aimed to investigate the Chinese language remedial teaching in Hong Kong secondary schools. Specifically, the teaching content, teaching instruction, and types of assignment in the Chinese language remedial classes, as well as the students' perspectives on the effectiveness of remedial teaching, were examined. The survey findings in this study revealed that teaching in Chinese language remedial classes was dominated by prescribed texts and lower-level word skills while higher-level reading and writing strategies were seldom taught. Moreover, teachers mainly focused on knowledge transmission rather than teaching students how to acquire knowledge by themselves. Students in remedial classes had very few chances to participate and they were mainly motivated by extrinsic reinforcement. Regarding the effectiveness of remedial teaching, the survey findings indicated that students had a moderate attitude on their learning in Chinese language remedial classes. Although they thought remedial teaching could not help them much, they did not completely disregard its importance. Finally, this paper posited that, in order to meet the special needs of Chinese low achievers and the recent educational reform in Hong Kong, the tradition Chinese language remedial teaching practices should be altered through emphasizing the importance of higher-level reading and writing ability, metacognitive ability, and intrinsic motivation on learning Chinese language.
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