僑生漢字教學實驗研究—以臺師大僑生先修部為例

Abstract

長期以來臺灣政府秉持國家整體與民族情感等多方面原則制定僑生教育政策。然而由於各國僑居地之時空背景、政治因素等影響，造成許多僑生來臺就讀時因華語能力造成學習上的阻礙。筆者就2021年在僑生教育現場發現部分僑生的聽說能力如文獻所說優於讀寫，但也出現一大批學生在僑居地已無中文環境。這兩者均呈現出學生在識字上的弱勢。針對學生現況，礙於有限的課時，嘗試改寫現有教材，將識字教學融入課程。教學實驗中以「鍵接圖識字教學法」、「TPR識字教學法」對比傳統「詞彙舉例」進行識字教學部分。蒐集學生前後測及延宕成績，以「成對樣本t檢定」、「單因子變異數ANOVA」分析。同時，以問卷方式蒐集識字教學反饋。結果發現：（一）鍵接圖相較於傳統教學，能增加字形及字音的辨識，對於筆畫多的漢字辨識有顯著提高；（二）TPR相較傳統教學，增加對字音的辨識，對於筆畫多的漢字辨識有顯著提高；（三）傳統教學舉例方式能讓學生更了解語用；（四）「以字帶詞」教學能對學生意識到漢字一字多義的特色，同時增加猜測詞彙的信心正向提高；（五）程度較低的印尼籍學生在識字教學中獲益最大，與其他國籍相比有正向顯著提高；（六）問卷顯示青少年對識字教學融入教材的教學方式接受度高，啟發其思考其他識字方法。Over the years, the Taiwanese government has formulated overseas Chinese student education policies based on various principles, including national integration and ethnic sentiment. In 2021, the author observed that some overseas Chinese students had better listening and speaking abilities than reading and writing skills, while a significant number of students had no Chinese language environment in their country of residence. Both situations presented weaknesses in students' literacy skills. To address these areas that needed improvement within limited class hours, attempts were made to rewrite existing teaching materials and integrate literacy instruction into the curriculum. Two teaching methods, the " Chinese Character Key-image Pictures" and the "TPR (Total Physical Response) Literacy Instruction Method," were compared with the traditional "Vocabulary Example" approach for the literacy instruction component. Student pre-test and post-test scores, as well as delayed performance, were collected and analyzed using"paired samples t-test" and " ANOVA." Additionally, feedback on literacy instruction was collected through questionnaires. The results revealed the following: (1) Compared to traditional teaching, the Keyword Image Linking Method increased recognition of character forms and pronunciations, particularly for complex Chinese characters with multiple strokes. (2) The TPR method improved recognition of character pronunciations, especially for complex Chinese characters with multiple strokes, comparedto traditional teaching. (3) Traditional teaching examples helped students better understand language usage. (4)"Teaching with Words" helped students become aware of the characteristic of multiple meanings for Chinese characters, while also increasing confidence in guessing vocabulary. (5) Indonesian students at lower proficiency levels benefited the most from literacy instruction, showing significant improvement compared to students of other nationalities. (6) The questionnaire indicated that teenagers had a high acceptance of integrating literacy instruction into teaching materials, inspiring them to consider other methods of literacy learning.