以自編教材與兒童歌曲為主之二語漢字習得成效—以美國加州舊金山學前班之項目式學習為例

Abstract

本研究以自編教材與兒童歌曲為漢字教學教材，在沉浸式、進步教育與探究學習之教學環境下從「五種感官」單元之探究教學過程中，以實踐課程收集、觀察法、訪談法、文件分析法、測驗法、形成性評量與三角檢核法來探討與分析美國加州二語學前班學生之漢字習得成效。本研究的目的有四:一、透過「字本位教學」、「集中識字」與「鍵接圖聯想法」等方式激進學習者的識字興趣。二、應用漢字教學理論於教學中以提昇學習者之漢字識字庫。三、探討適合二語學習者習得漢字之有效漢字學習策略與語言應用教學策略。四、探討學習者在漢字工作站與識字活動之輔助下的漢字習得成效。本研究以美國舊金山私立普利西學校的十五位美籍學前綠色太空班的漢字初學者以學前班基礎漢字習得為漢字學習出發點。在以漢字教學法的特點下，由漢字特性延伸至閱讀之漢字教學。在研究探討後，省思與分析出以下幾個結論: 一、學習者透過與自身相關的漢語來學習漢字時，能產生想要習得更多相關漢字的興趣。二、漢字部件結構會開啟學習者對漢字的敏感度與學習趣味, 並從中搭起深層閱讀的鷹架與傳遞中華文化之意義，同時也能建立起漢字初學者的漢字記憶網。三、以多元化的語文活動與各類語言學習理論相互呼應可增加漢字習得成效。四、學習者透過兒童歌曲與自編教材學習後，更能獨立自主的以此資源做為輔助工具來進行聽、說、讀、寫漢字。本研究最後以具體發現結果供相關領域人員做為教學參考依據。This research study uses self-edited textbooks and children's songs as Chinese characters’ teaching materials. From the study of the “Five Senses” unit, the researcher will analyze teaching process by using the practical curriculum's data collection, observation, interviewing, document analysis, testing methods, formative assessment, and Triangulation in research method to investigate the effectiveness of Chinese character acquisition in progressive, inquiry-based learning in Mandarin immersion environment and Kindergarten level at the State of California. Four objectives are set to achieve the aim of the research as below: 1. Stimulate learners' interest through character-based teaching methods, character-focused teaching approach, and key-image pictures. 2. By using character teaching methods to increase the learners' literacy library. 3. To investigate the effectiveness of character teaching and language learning application strategies, theories, and methods that are suitable for Chinese as a second language learners to acquire Chinese characters. 4. To explore the effectiveness of learners' Chinese character acquisition with the practical workstations and literacy activities. This research study group is based on 15 Kindergarteners who start to learn reading and writing through kindergarten high frequency words in Private School, Presidio Knolls School, located in San Francisco California. With the characteristics of the Chinese character teaching method extending to the effectiveness of Chinese character acquisition, based on the findings, several conclusions are drawn as following:1. Learners will increase their interest when learning Chinese characters that are related to themselves and can apply in daily life.2. Cultivating learners' curiosity from Chinese characters' radical structures and components will increase learner's interest that can build up Chinese characters’ memory network and further lead to in depth reading and cultural transmission. 3. Varieties of language activities and teaching methods corresponding will establish the Chinese characters' memory network. 4. Learning through Chinese children's songs and self-edited textbooks, learners can use such resources as auxiliary tools to listen, speak, read and write Chinese characters independently.Finally, according to the results, specific suggestions are provided at the end of this paper for related field researchers for future teaching reference.