境外臺校之繁體使用問題分析及教學策略-以華東臺商子女學校南京分校為例

Abstract

兩岸交流不斷升溫，吸引了許多臺商到中國投資、工作及生活。隨著父母來中國的子女，因考量日後回臺教育的銜接，多選擇境外臺校。華東臺商子女學校依循臺灣教育部課程綱要規定，使用臺灣教材，使用及書寫皆為繁體字，教學與師資完全與臺灣接軌。但在身處簡化字的環境中，在書寫上，學生出現簡化字或是半繁半簡的錯別字，本教學研究主要在探討學生在書寫時，書寫簡化字的成因及其教學策略。研究者在教學中，發現學生繁簡誤用的狀況，由文獻探討簡化字的簡化方法，利用學生平常繁簡誤用的作業來分析其誤用的類別。發現誤用原因為簡化字辨識能力不佳，但因長期身處簡化字的環境，對於簡化字仍有其印象，故在書寫文字時，便會產生誤用或繁簡參半的錯別字。尋找適當的識字教學策略在學校既定的課程內融入簡化字識字教學，利用部件識字教學、基本字帶字教學及比較識字讓學生辨識、歸類及比較繁簡字的相異之處。本研究分成兩階段: 第一階段，收集分析學生書寫簡化字資料，發現造成誤用的原因常為形近字，例如:溫→温、貓→猫；音同字，例如:裡→里、後→后……等。第二階段，運用部件識字教學策略在學校既定課程內加入簡化字教學，以探討其教學成效。 從研究結果中發現其教學策略能激發學生主動學習及思考，加上角落活動，學生從遊戲中反覆操作及練習，使得學生繁簡字誤用狀況減少許多。Frequent exchanges between Taiwan and China have led more Taiwanese busi-nessmen to invest, work and live in China. For a better articulation of the Taiwanese curriculum, Taiwanese children mostly study in overseas Taiwanese schools. Huadong Taiwan Businessman's School follows the curriculum guidelines of Tai-wan and uses Taiwanese learning materials; it gears its teaching approaches and teachers to Taiwanese standards. However, in an environment which Simplified Chinese wildly used, students tend to write wrong words. Therefore, this research is to find the reason for the writing mistakes and the teaching strategies to solve them. The researcher has found out the reason for the misuse. The researcher has or-ganized the methods of Chinese character simplifications based on a literature re-view and analyzed the category of the misuse by students’ homework. The re-searcher has found out that the misuse is caused by weak ability to recognize Sim-plified characters. Student remember more Simplified characters since they’re studying in China. Therefore, teachers have to integrate character recognition into the existed curriculum with appropriate teaching approaches, including radical recognition, stem-deriving and character comparison strategies to synthesize, classi-fy and comprehend the same and the differents between Traditional and Simplified characters.There are two stages in this research. In the first stage, the researcher collected and analyzed the hand-writing materials of students writing simplified characters. And the researcher has found the misuse is caused by visually similar characters and homonyms. In the second stage, the researcher has integrated the Simplified Chinese recognition into the current curriculum by applying radical teaching strate-gies.The results of the research show that these teaching strategies can slightly stimulate students to learn actively and to think. With these teaching strategies and learning corners applied, students can constantly practice them through games. It has led to less misuse of Traditional and Simplified characters.