部件識字補救教學對海外學童識字成效之研究--以胡志明市臺灣學校為例

Abstract

本研究旨在探討應用部件識字教學法於海外學校學童識字補救教學之成效。以學生曾經學習過的康軒版國語教材一至四冊為範圍，利用部件識字教學法發展一套漢字補救教學模式。研究對象以17位越南胡志明市臺灣學校三年級學生，進行為期六次每次二節課，共十二節的識字補救教學。於課程實施前後，實施自編識字測驗，並以課室觀察回饋、訪談研究對象、課程學習單，分析學生接受部件識字教學後識字能力及學習動機之改善情形。本研究結果綜合如下： 一、部件識字教學可提高海外學生學習漢字的興趣 二、部件識字教學法應用於補救教學可提升漢字學習能力 最後，根據研究結果，對部件識字教學法應用於補救教學提出相關建議。

The purpose of this study is to explore the effectiveness of applying the radical recognition teaching method in remedial literacy instruction for students in Taiwanese overseas schools, taking the example of Chinese characters which the students had learned from the Chinese textbook, book 1 to 4, Kst Education Corp. A set of Chinese character remedial teaching materials was developed by the Chinese radical recognition teaching method..The study focused on seventeen third-grade students at Taipei School in Ho Chi Minh City, Vietnam, who received two periods of remedial teaching per session, totaling six sessions. Prior to and after the sessions, the researcher administered self-compiled recognition tests, conducted classroom observations and feedback sessions, curriculum worksheets, and conducted interviews to analyze the students' literacy abilities and learning motivation following the implementation of the radical recognition teaching method. The study's results are summarized as follows: 1. The Chinese radical recognition teaching method was able to enhance overseas students' interest in learning Chinese characters. 2. The application of the Chinese radical recognition teaching method in remedial instruction was able to improve students' learning abilities in Chinese characters.Based on the research results, relevantsuggestions are provided for the implementation of the Chinese radical recognition teaching method in remedial teaching.