鍵接圖漢字教學策略運用於美國僑校學生學習漢字的識字學習成效

Abstract

本研究運用文獻分析法、課室觀察法及問卷調查法，探討漢字鍵接圖教學策略是否能提升美國僑校學生的漢字識字成效及學習興趣。研究對象為研究者在美國僑校教授的13名學生，年齡介於8至12歲，學習程度從初級至中級。研究將漢字鍵接圖教學法與傳統筆順教學法進行比較，課程以兩種教學法隔週交替進行，每週一次，每次兩小時，為期9週。課程內容依據《學華語向前走》2B教材，選取48個目標漢字，並結合《我也繪漢字》系列中的漢字鍵接圖。研究設計包括前測、課程簡報、複習工具、後測及問卷調查，這些活動均包含在為期9週的課程中。

研究結果顯示，漢字鍵接圖教學策略在提升美國僑校學生漢字識字能力方面有顯著成效，學生對此教學策略在提升漢字學習興趣和價值認知方面給予了肯定和正向回饋。此外，與傳統筆順教學法相比，鍵接圖教學法更適合美國僑校學生的漢字學習需求。

This study uses document analysis, classroom observation, and questionnaires to examine if key-image mnemonic strategies can enhance Chinese character literacy and interest among overseas Chinese school students in the United States. The subjects are 13 students, aged 8 to 12, with proficiency levels from beginner to intermediate, and taught by the researcher.The study compares the effectiveness of the key-image mnemonic teaching method with the traditional stroke order teaching method on students' character recognition. Instruction was conducted by alternating these two teaching methods every other week, with classes held once a week for two hours each session and focusing on Chinese character instruction over a period of nine weeks. 48 characters were selected from the "Let's Learn Chinese" 2B textbook, along with key-image mnemonics from the "Learning Chinese Characters with Drawings" series. These materials were used to design pre-tests, lesson presentations, review tools, post-tests, and questionnaires.

The study found that the key-image mnemonic strategy significantly improved the Chinese character recognition of overseas Chinese school students in the U.S. Students provided positive feedback and affirmed that the key-image mnemonic strategy enhanced their interest and perceived value in learning Chinese characters. Compared to the traditional stroke order teaching method, the key-image mnemonic method is more suitable for meeting the learning needs of overseas Chinese school students.