課文生字之部件識字教學法對學生識字能力之研究

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課文生字之部件識字教學法對學生識字能力之研究
著者: 許艷麗; Hsu, Yan-li
徐綺穗; Chi -Sui Hsu; 教育學系課程與教學碩士班
主題: 識字能力; 部件識字教學法; 部件; Chinese radical recognition instruction method; radical of Chinese-character; word-recognition ability
描述: 本研究主要目的在探討部件識字教學法對於國小一年級學童識字能力之影響，本研究採準實驗研究法，以不等組前、後測設計進行研究。研究樣本取自台南市一所國小一年級兩班共六十名學童，以一班為實驗組以部件識字教學法進行課文生字教學；另一班為對照組以一般識字教學法進行課文生字教學，進行為期十週，每週三節，共三十節的教學實驗。並以「基本讀寫字綜合測驗」中的「看詞選字」、「聽詞選字」、「看注音寫國字」、「聽寫」、「看字讀音」、「看字造詞」六項分測驗為研究工具，分析比較兩組學生在立即效果、保留效果以及不同性別之識字能力差異情形，以及兩組學童在識字錯誤類型上的表現。研究結果如下：一、在立即效果方面，實驗組與對照組學童在「聽詞選字」、「看注音寫國字」、「聽寫」、「看字讀音」、「看字造詞」等五個分測驗的立即效果表現上，並無顯著差異。僅在「看詞選字」分測驗中，實驗組表現優於對照組。二、在保留效果方面，實驗組與對照組學童在識字能力的保留效果上，並無顯著差異。三、在性別方面，實驗組不同性別的學童在接受部件識字教學法後，男女學童之識字能力並無顯著差異。四、實驗組與對照組學童在識字錯誤類型的表現皆相同，即在「看詞選字」、「聽詞選字」、「看字造詞」三個測驗上的識字犯錯類型皆以「同音或音近的字」居多；在「看字讀音」測驗上的識字犯錯類型皆以「聲旁對、部首錯」居多；在「看注音寫國字」、「聽寫」兩個測驗的識字犯錯類型則以「書寫的錯誤」居多。最後，本研究並針對研究結果及研究限制，對識字教學及未來研究提出建議。
The main purpose of this research was to discuss the effect of the Chinese radical recognition instruction on the word-recognition ability of first-grade elementary school students. This research adopted the quasi-experiment researching method, and conducted the research through pre- and post-test of unequal groups. The sixty students in two first-grade classes of an elementary school in Tainan City were taken as the study sample. One class was set as the experimental group, in which new words in the text were taught by the Chinese radical recognition instruction; the other class was set as the control group, in which new words in the text were taught by common words teaching method. The process of this teaching experiment lasted for ten weeks, with three classes every week, that is, thirty classes in total. Besides, this research utilized six testing items from “Basic Words Reading and Writing Comprehensive Test” including “Selecting Words According to Phrases”, “Selecting Words Based on Listening”, “Writing Chinese Words According to Chinese Phonetic Symbol”, “Listening Comprehension”, “Reading and Pronouncing”, and “Building Phrase with Words” as the researching tools, to analyze and compare the differences between the instant effects and reserved effects of the two groups of students, and the difference in word-recognition ability between male and female students, as well as the type of mistakes in recognizing words demonstrated by students in the two groups. The research result was as follows:1. In terms of the instant effect, there was no obvious difference in students’ performances on the five testing items including “Selecting Words Based on Listening”, “Writing Chinese Words According to Chinese Phonetic Symbol”, “Listening Comprehension”, “Reading and Pronouncing”, and “Building Phrase with Words”. However, in the testing item “Selecting Words According to Phrases”, the experimental group had better performance than the control group. 2. In terms of the reserved effect, there was no significant difference between the abilities of pupils from the experimental group and control group in word-recognition ability. 3. Concerning the sex of the pupils, there was no notable difference between the word-recognition ability of male and female pupils in the experimental group, after they received the Chinese radical recognition instruction method.4. Pupils from the experimental group and the control group made the same performance regarding the type of mistakes in recognizing words, that is, as for the test items “Selecting Words According to Phrases”, “Selecting Words Based on Listening”, and “Building Phrase with Words”, most mistakes were made when it came to “the words with the same or similar pronunciation”; as for the test item “Reading and Pronouncing”, most mistakes were in the type of “correct phonetic elements, but wrong character radical”; as for the test item “Writing Chinese Words According to Chinese Phonetic Symbol” and “Listening Comprehension”, most mistakes were in the type of “incorrect writing”.Finally, this research, according to its research result and research limits, put forward suggestions for word-recognition teaching and relevant future researches.
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建立日期: 2008
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/2564
資源來源: NUTN IR

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課文生字之部件識字教學法對學生識字能力之研究

許艷麗; Hsu, Yan-li 徐綺穗; Chi -Sui Hsu; 教育學系課程與教學碩士班 2008

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