漢字學習策略在沉浸式項目之研究與實施-以美國瓦薩奇公立小學為例

Abstract

許多華語沉浸式項目的學生，由於識字能力不足，讀寫能力達不到一定水平，放棄中文學習的學生不在少數，這是非常遗憾的。漢字的認知和習得是提高華語能力的關鍵之一。根據Piaget的認知發展理論，五年級的學習者正處於「具體運思期」和「形式運思期」的階段，不論在心理上或生理上的發展都處於一個重要的學習點。因此，加强學生的漢字學習，將這個學習科學化是研究者教學的當務之急和最佳時機。在沉浸式項目實施鞏固漢字教學的目的，是讓學習者學以致用，用以所學，利用跨學科理論把科學與其他學科聯繫起来。這樣既可以鞏固學習者的漢字認讀能力，又可以提高閲讀水平，從而達到全面學習的目的。沉浸式教學的目的就是讓學習者在日常生活中運用所學知識，並且把華語習得運用在未来的職業生涯中。本研究的主要目的是鞏固學習者的識字能力，是通過搜集學習者的問卷調查、研究者的課堂觀察和訪談記錄，以及將漢字教學納入沉浸式語文教學和學習效果的實證研究。根據文獻和其他學者的研究理論，教師應該了解漢字的規律結構，選擇正確的教學策略，以減少學習者對漢字的恐懼，進而提高學習漢字的興趣。在對實踐教學進行反思和不斷修正之後，本研究將在第四章對研究結果進行驗證，並對教學中存在的不足進行探討。

Many students give up Chinese learning because of a lack of literacy. The cognition and acquisition of Chinese characters is one of the key components to improve learner abilities. According to Piaget's theory of cognitive development, 5th grade students are in an important learning stage, psychologically and physiologically. Therefore, it is an opportune time to strengthen the learning of Chinese characters at this stage. The purpose of integrating the teaching of Chinese characters in the DLI curriculum is to enable learners to use interdisciplinary theory to link to other core curriculum areas with Chinese literacy. This not only integrates the learners' Chinese character reading ability,but also improves the reading level. The practice of immersion teaching is to enable learners to use language skills taught, in their daily life, and to successfully apply Chinese acquisition in their future career.The purpose of this study is to integrate learners' literacy ability. Through the survey of students, classroom observation and records, and the Chinese character teaching, empirical research measures the effect on learners. According to the literature and research theories, teachers should understand the regular structure of Chinese characters and use the correct teaching strategies, to reduce learners' fear of Chinese characters and improve their interest in reading and writing Chinese Characters. After the reflection and constant revision ofpractical teaching within an elementary Chinese DLI classroom, this study will verify the research results in the chapter four and discuss the shortcomings in current teaching strategies.