華語文漢字教學卡牌設計與開發——以「我也繪漢字」為例

Abstract

漢字複雜的結構及筆畫繁多的特點使得以華語文為第二外語的學習者在初學中文時，普遍感到認讀及書寫漢字困難，而傳統的漢字教學方法主要是要求學生通過反覆地抄寫來記憶漢字，但漢字抄寫的過程枯燥，導致許多學習者對漢字產生畏難的情緒，從而降低學習意願。過往針對將漢字圖像化的漢字教學教材《我也繪漢字》之研究顯示，圖像化的漢字能夠加深漢字的形義連結，起到加深記憶、提升學習效率的作用，特別是能關「鍵」連「接」漢字形義的「圖」像的鍵接圖，較其他圖像更具優勢，另外，近年來教育型遊戲卡牌由於其能增強學習動機以及能將抽象的學習內容變得具體等優點而被使用在教學上。為了因應漢字學習難點、發揮鍵接圖優勢並融入遊戲化教學，本研究旨在設計一套結合鍵接圖與悅趣互動教學方案的創新卡牌，試圖透過圖像化的漢字，處理學習者對漢字讀寫畏難的問題，並且透過卡牌團體互動的遊戲化學習方式提高學習者的學習動機。本研究採用設計本位研究法，首先，分析漢字學習的困難、設計漢字教學的教育型卡牌、將卡牌融入教學進行測試、針對卡牌的三個面向（設計、遊戲機制與學習內容）進行滿意度問卷調查以及訪談並根據回饋，再經歷一次上述的循環，逐漸優化卡牌。再者，卡牌發展過程中除了研究者本身的想法，也納入了專家學者的建議，研究中七位參與者皆經過三輪的設計循環，在不斷優化的過程中，卡牌設計、遊戲機制及學習內容面向的滿意度逐漸提升外，在最終問卷的評估中給予了相當高的滿意度。另外，本研究設計出了搭配卡牌的十個遊戲活動，依教學目標及難易度為其進行分類，並提供可實際融入卡牌到華語文教學的活動設計方案，最後提出此套卡牌在實務應用上的建議與未來發展方向。

The complex structures and numerous strokes of Chinese characters make it challenging for learners who learn Mandarin as a second/foreign language to recognize and write them when starting to learn Chinese. The traditional method of teaching Chinese characters rely heavily on repetitive copying to memorize them, which can be tedious and demotivating for learners, resulting in reduced learning efficacy. Previous research on the use of visualized Chinese characters in educational materials, such as the “Learning Chinese Characters with Drawings” has demonstrated that visualizing characters can deepen the semantic and visual connections of characters, improve memory retention, and enhance learning efficiency. Specifically, “Chinese Key-Images” is a type of visual aid that facilitates the linking of key characters with their associated meanings and is particularly effective in aiding character recognition and retention. Additionally, educational card games have gained popularity in recent years due to their ability to increase learners’ motivation and concretize abstract learning concepts.To address the difficulties of learning Chinese characters, leverage the advantages of “Chinese Key-Images”, and incorporate gamification into teaching, this study aims to design an innovative set of cards that combines “Chinese Key-Images” and interactive teaching. Through the visualization of Chinese characters and the game-based learning approach of the cards, the study attempts to alleviate learners’ difficulties in reading and writing Chinese characters and increase their learning motivation.The study uses a design-based research approach (DBR), which involves analyzing the difficulties of learning Chinese characters, designing educational game cards for teaching Chinese characters, testing the cards in teaching, and conducting satisfaction surveys and interviews on the design, game mechanism, and learning content of the cards. Based on experts’ and students’ feedback, the cards are gradually optimized through the iterative process of DBR. In addition to the researcher’s ideas, the study incorporates suggestions from expert scholars. Seven participants were involved in three design cycles, and the satisfaction with the design, game mechanism, and learning content of the cards gradually improved over time, as evidenced by the final survey evaluation. Furthermore, the study designs ten game activities that can be used in conjunction with the cards, classified according to teaching objectives and difficulty levels, and provides practical activity design schemes that can be integrated into Mandarin teaching. Finally, the study provides suggestions for practical applications of the card set and future development directions.