嶺南大學「香港中文書面語水平測試」試卷質量研究 : 兼論對大學必修中國語文課程教學的啟示

本文對嶺南大學自 2010 年以來的「香港中文書面語水平測試」試卷的質量進行了研究，數據分析結果顯示，該試卷的質量是良好的。如何讓檢測語言知識的題目也盡可能地反映出考生的語言運用能力，是未來試卷修改時需要關注的問題。本研究還發現，考生對普通話中的多音多義字和文言文的掌握最不理想，日後的教學需要加強有關方面的訓練；考生的文言文閱讀理解能力不足，未來在課程內容增加文言文，值得積極考慮；考生的現代文閱讀能力良好，教學中宜以訓練高階的閱讀能力即鑒賞、評價、創造能力為目標；考生具有中等或偏上的寫作水平，加強閱讀訓練不失為進一步提升寫作能力的方法。

This article aims to investigate the quality of Lingnan University’s Written Chinese Proficiency Test for the Hong Kong Region through quantitative and qualitative research on the students’ test results over the past decade. The analysis reveals that modern Chinese polyphonic polysemous characters and classical Chinese comprehension are the most difficult items for university students. Strengths and weaknesses in students’ Chinese abilities have been identified and analyzed via individual test item’s difficulty index value. Analysis of the test validity and reliability via Item Response Theory (IRT) analysis has also been conducted as far as possible in order to examine the quality of the Test. The design of the Chinese Proficiency Test regarding Chinese-use ability at university level is discussed, and evaluation and suggestions are provided for modern Chinese teaching and learning for nurturing relevant language abilities for Hong Kong students in future, such as teaching of modern Chinese reading and increasing the classical Chinese component in credit-bearing compulsory University Chinese courses. Placing more focus on close-reading and appreciation of exemplary reading materials may also be an effective way to improve students’ writing skills.