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【優質教育「+」之因材精教】激發孩子閱讀動機 不要只着眼文字

根據我多年的教學經驗,可以按閱讀習慣把學生分為三類:一、完全不喜歡閱讀;二、對閱讀無動於衷——只按需要閱讀而非享受閱讀;以及三、熱愛閱讀。前兩類學生在學習英語方面有機會遇到不同程度的困難。不愛閱讀的學生自然較少機會接觸語言文字,更不會將書本上作者的寫作技巧運用在自己的寫作上。但出奇的是,即使熱愛閱讀的學生,他們的寫作技巧亦未必拿捏得好,因為他們可能只偏愛閱讀某類型的書籍,例如《哈利波特》,雖然他們看過許多遍,甚至讀畢整輯小說,但所接觸的寫作方式亦僅限於當代奇幻小說的類型,因此其讀寫能力和眼界實際上可能有限。

那麼家長該如何鼓勵孩子閱讀,並且願意閱讀不同類型的文學作品?首先,家長不要只着眼於文字和讀書,而是要激發孩子的閱讀動機,我有以下一些見解與家長分享:

三招激發閱讀動機

1. 創造舒適閱讀區 善用輔助工具

不妨花多些時間和精力布置一個有趣的「閱讀區」,增加閱讀過程中的樂趣。例如孩子喜歡貓,可以將他/她的貓咪毛公仔放進「閱讀區」內;又或利用貓咪輪流扮演書中的一些角色。父母亦可以在每天劃出特定的親子時間,當中重點活動便是閱讀,然後在閱讀時間結束時一起與孩子享受他/她最喜歡的小食。父母也可以根據書本的主題,按故事情節發展使用一些輔助道具,例如布偶或相應場景等,讓孩子更能理解和投入其情節。

對於高年級的學生,在深入閱讀前,可以先觀看故事的預告短片或文字簡介,例如在閱讀一本描述奴隸制度和人口販運的書籍前,可以讓他們花些時間了解題材背景,讓他們先對書本內容有了概念,這樣做不僅為孩子設定了閱讀期望,還可以在他們已認知和有興趣的範圍內激發其閱讀動機。

2. 把書籍和孩子聯繫起來

與孩子閱讀時,不妨將書中主角的名字改成他們的名字,這樣便能即時提升孩子的投入度,增加他們對故事情節和人物的同理心。如果是一本自傳,可以在閱讀前給孩子一些提示,例如︰「他一生中最愛的人是誰?你也會這樣愛那個人嗎?為甚麼?」此舉有助他們與角色建立關聯。讀完這本書後,再與孩子探討,例如︰「你認為他一生所遇到的挑戰,哪一個對你來說也是一個考驗?」這些問題一方面有助孩子站在作者的立場進行思考,從而提升孩子探索更多的動力;另一方面給予孩子一種期待感,促使他們繼續閱讀。

3. 文字以外的閱讀「理解」

在閱讀書本之前,除了文字以外,不妨將整本書的特點分析一遍,讓孩子習慣將每本書看成一堆有待解碼的綫索。例如對年幼的孩子,可以單單給他們細看書本封面,然後讓他們說出對該本書的期望和想法。當閱讀的時候,可以鼓勵他們留意書中的插圖和照片,看看他們能否從中找出有關故事情節或人物關係的綫索;有時甚至只瀏覽章節目錄,然後快速分析各章節的內容,以及推斷故事情節的發展,到細心閱讀故事時,便知道開首的「預測」是否正確。

伴讀了解個性興趣

在孩子比較年幼的時候,很多時父母都會給孩子讀故事書,或聆聽孩子朗讀故事,這是一個非常好的親子活動,有助建立彼此緊密的互動和聯繫。然而在孩子六歲後,這種親子互動式的閱讀時光,通常會逐漸變成父母為孩子準備考試而進行的問答測驗;父母甚至會認為監督孩子閱讀的責任應交由學校承擔。但我建議父母必須與孩子保持伴讀聯繫,即使是孩子已閱讀過的書籍,家長仍可以就該書內容進行對話和深入討論,從而了解孩子的想法和喜惡。過程中,父母可以有技巧地提問,例如︰「你想改寫故事的結局嗎?為甚麼?」、「你會希望成為哪一個角色?為甚麼?」、「書中所說的寶藏是一桶金,你會希望寶藏是其他東西嗎?為甚麼?」這些問題不僅讓家長了解孩子的閱讀能力,還可以認識他們的個性,從中找出激發孩子進行多元閱讀的綫索,助他們養成終生熱愛閱讀和學習的習慣。

馬賢慧
周大福教育集團首席策略官及ARCH Education合夥創辦人

文章刊於《星島日報》6月7日教育版「優質教育『+』之因材精教」

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