漢字四模塊綜合教學法在海外小學漢字教學中的應用

Abstract

漢字教學是海外華文學習的重點和難點，尤其在以英語為主的教學和生活環境下，學習漢字面臨時間有限、漢字複雜難記等挑戰。本研究提出了一種基於林振興教授和陳學志教授編寫的《我也繪漢字》教材的四模塊綜合教學法，以暨南大學編寫的《中文》教材為教學內容，旨在通過圖像啟蒙、部件分析與聯想記憶的方式提高海外華裔國小學生的漢字識記能力和漢字學習態度。四模塊教學法包括：一、形象啟蒙模塊；二、偏旁部首解析模塊；三、部件拆解與重構模塊；四、聯想記憶與創意表達模塊。該方法通過圖像與漢字形義的結合，幫助學生理解和記憶漢字，特別是合體字。研究在加拿大一所私立小學的二年級中文母語班中進行，共有 14 名華裔學生參與。研究採用隔單元輪替教學策略，將四模塊教學法與傳統教學法進行對照。實驗結果顯示，採用四模塊教學法的第一單元中，學生的漢字聽寫平均正確率顯著高於傳統教學法第二單元（92% vs. 74%）。第三單元再次採用四模塊教學法後，平均正確率進一步提升至 95%，而第四單元恢復傳統教學法後，正確率再次下降至 76%。這表明四模塊教學法在提升漢字識記能力方面具有顯著優勢。研究結論指出，四模塊教學法不僅能夠深化學生對漢字結構與意義的理解，還能通過聯想與圖像記憶機制增強記憶效果。該方法在輕鬆的學習氛圍中，不僅提高了學生的學習興趣，還發展了他們的思維能力，為海外漢字教學提供了一種新的有效途徑。因此，四模塊漢字綜合教學法值得在海外華文教育中廣泛推廣與應用。The teaching of Chinese characters is the focus and difficulty of overseas Chinese learning, especially in the English-based teaching and living environment, learning Chinese characters faces challenges such as limited time, complex and difficult to remember. This study proposes a four-module comprehensive teaching method based on the textbook"I also draw Chinese characters" compiled by professors Lin Zhenxing and Chen Xuezhi of Taiwan Normal University, with the textbook "Chinese" compiled by Jinan University as the teaching content, aiming to improve the efficiency and interest of overseas primary school students in learning Chinese characters in a visual and imaginative way. The four-module teaching method includes: 1. image enlightenment module, 2. radical analysis module, 3. component disassembly and reconstruction module, 4. associative memory and creative expression module. This method helps students to understand and memorize Chinese characters, especially the combined characters, by combining images with the form and meaning of Chinese characters. The study was conducted in a second-grade Chinese native language class in a private elementary school in Canada, with a total of 14 Chinese students participating. The research adopts the teaching strategy of unit rotation, and compares the four-module teaching method with the traditional teaching method.The experimental results show that the average accuracy rate of Chinese character dictation in the first unit of the four-module teaching method is significantly higher than that in the second unit of the traditional teaching method (92% vs. 74%). After the third unit adopted the four-module teaching method again, the average accuracy rate further increased to 95%, while the fourth unit resumed the traditional teaching method, the accuracy rate dropped to 76% again. This shows that the four-module teaching method has a significant advantage in improving the ability of Chinese characters.The conclusion of the study is that the four-module comprehensive teaching method can not only deepen students'understanding of the structure and meaning of Chinese characters, but also enhance the memory effect through the association and image memory mechanism. In a relaxed learning atmosphere, this method not only improves students' interest in learning, but also develops their thinking ability, which provides a new and effective way for overseas Chinese character teaching. Therefore, the four-module comprehensive teaching method of Chinese characters is worth popularizing and applying widely in overseas Chinese education.