漢字評量與補救教學系統之研究

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2012

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Abstract

二十一世紀的現今,雖然科技日新月異,但語言與文字仍是人與人之間表達情意與溝通的重要工具。許多學習者因不同需求而學習華語文,對於學習者而言漢字為學習華語文的基礎。透過評量得以診斷學習者的學習成效與發現學習上的困難,給予學習者補救教學對於學習相當重要。因此,本研究以漢字書寫與空間結構建置漢字評量與補救教學系統,以65位華語文程度為華測會基礎級之學習者為研究對象,分為實驗組33位與對照組32位。所有研究對象用系統作評量為前測,接著以不同之補救教學進行教學實驗,實驗組用系統進行補救教學,並透過系統分析學習者書寫生字的偏誤類型,讓學習者釐清書寫上的困難並加以練習;對照組則用紙本進行補救教學,待補救教學完成後,所有研究對象用系統進行評量為後測。 根據本研究所進行的教學實驗及結果分析,歸納出以下結論。漢字書寫測驗不同補救教學方式達到顯著差異;另外,空間結構測驗不同補救教學方式亦達到顯著差異;得知,實驗組使用系統補救教學學習成效優於對照組使用紙本補救教學。 總論而言,漢字評量與補救教學系統可以提升學習者的學習成效,且學習者對於系統之滿意度表示良好,大多數學習者認為對於學習漢字是有幫助的,透過本研究之結果可以提供予未來進行學習華語文之研究與教學實驗。
In Twenty-first century, many foreign learners learn Mandarin according to their interesting and need. The language and the written language are still important tools to express individual emotion and to communicate with other people. For Mandarin learning, Chinese character is a foundation skill to read article and to talk with others. Therefore, this study designed and developed a Chinese Character Assessment and Remedial (CAR) system to diagnose learners learning and provide them with an opportunity to re-learn the Chinese writing. We have conducted an empirical study focused on the influence of the CAR in Chinese Second Language (CSL). The participants of this experiment were 65 students with TOCFL Beginner/Level 2, who was randomly assigned the experimental group with 33 students and the control group with 32 students. All participants need to participate in the pre-test through the CAR. After that, both of these groups needed to participate in the remedial learning activity according their error of Chinese writing test and Chinese structure test. The experimental group engage in the remedial learning activity by using the CAR, whereas the control group utilized the paper-based remedial martial to carry out the activity. Finally, all of the participants took a post-test when the remedial learning activity was completed. According to the results of this study, we can see that there was a significant difference in the Chinese writing test and the Chinese structure test between the experimental group using CAR and the control group using paper-based remedial martial. Moreover, the experimental group was high in learning performance than control group; and they considered that the CAR system is useful to study Chinese writing. Accordingly, concerning Mandarin’s learners, the CAR might not only provide students with learning assessment but also offered suitably remedial learning content.

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漢字, 漢字教學, 偏誤類型, 評量與補救教學, Chinese character, Chinese Characters Teaching, Error Analysis, Assessment and Remedial Instruction

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