漢字書寫診斷與多元補救教學系統建置 之研究

Abstract

漢字是華語文學習中一個重要的環節，也是閱讀、寫作以及表達情意的基礎。但漢字書寫對第二語言學習者來說往往屬於學習難點，重複的書寫讓學習變得枯燥乏味，同時，不同的文化圈背景與華語文學習時間，也讓學習者在寫漢字時有不同錯誤的出現。透過診斷可以發現學習者在學習上的偏誤狀況，並且給予他們適當的補救教學。本研究建置的漢字書寫評量與多元補救教學系統，是透過漢字書寫測驗診斷學生的偏誤類型，包括筆順筆畫、部件與整字，再以多元化的補救教學方式，包括多媒體的筆順呈現；書寫的即時回饋；部件組合練習以及字源故事等，透過多種的學習方式，讓學生提升對漢字的掌握程度。 本研究以63位華語文程度為國家華語測驗推動工作委員會（以下簡稱華測會）基礎級之學習者為研究對象，分為實驗組32位與對照組31位。所有研究對象先以平板進行漢字書寫測驗，再以診斷結果進行不同之補救教學，實驗組使用多元補救教學；對照組使用電腦臨帖補救教學，待補救教學完成後，所有研究對象再以平板進行書寫測驗，隔兩周後，以紙筆方式進行書寫測驗，以了解學生隔一段時間後在紙本上的漢字書寫能力之情況。從研究結果發現補救教學方式與不同文化圈在學習成效上沒有交互影響。補救教學方式與華語文學習時間的不同，也不會對學習成效產生交互影響。學習者在使用多元補救教學系統後，學習成效顯著優於使用電腦臨帖補救教學的學習者。兩周後的紙筆測驗上，使用多元補救教學的學習者學習表現也優於電腦臨帖的學習者。自系統滿意度當中，可以發現使用者對於系統的滿意度偏高，意見回饋中有許多使用者也表達多元補救教學對他們是相當有幫助的。藉著本研究的結果，希望能提供未來進行華語文研究與教學上作為參考。

Chinese characters is a key part of the Chinese learning, and the basis of reading, writing, also to express individual emotion. However, the Chinese character writing often becomes a learning difficulty for Chinese as Second Language Learners (CSL), to learn it by only repetitive writing also make learning becoming boring. Furthermore, learner’s different culture sphere and length of study results their variable errors. The CSL learners were given an Chinese character assessment based on the Chinese character diagnostic and multiple remedial instructions (CDMRI) system . Based on their error types, different teaching strategies were used in the multiple remedial instructions. These include multimedia stroke presented also the practicing; practicing of the combination of components, as well as the stories of Etymological. Through a variety of way of learning, we hope it can enhance students' mastery of Chinese characters. The study participants were 63 learners studying at the Mandarin Training Center (MTC) in Taipei, with a proficiency level of beginning in Chinese defined by the Steering Committee for the Test of Proficiency – Hanyu (CSTOP in short). They were purposively assigned, the experimental group (EG) with 32 students and the comparison group(CG)with 31 students. All the participants were equipped with one tablet computer with the CCDMRI system installed to conduct the pre-tests, post-tests and the remedial instructions. The CSL in the EG practiced Chinese characters with the multiple remedial instructions. Conversely, the CG practicedChinese characters withsingle remedial instruction. According to the results of the research, there were no interaction effects by students’ culture sphere and length of study. The results revealed that the system enhanced the CSL learner’s ability to realize and to write Chinese characters, also their paper writing. Referring to the satisfaction survey, most of the questions owned high scores. Moreover, users expressed the multiple remedial instructions helped them a lot.