A Study on the Correlation of Preschool Phonetic Symbol Learning Experience as well as Mandarin Chinese Learning Achievements and Attitudes
注音符號 ； 學齡前學習經驗 ； 學習成就 ； 學習態度 ； phonetic symbols ； preschool learning experience ； learning achievements ； learning attitudes
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本研究旨在探討金門縣國小一年級學童學齡前注音符號學習經驗與其國語學習成就及態度之相關情形，以及金門縣國小一年級學童的注音符號學習成就與國語課學習態度是否因其背景變項的不同而有所差異。 本研究採用分層隨機抽樣方式的問卷調查法，以金門縣396位國小一年級學童為研究對象，以研究者自編之「國小一年級學童注音符號學習經驗與國語課學習態度問卷」為研究工具，取得受試者的性別等背景資料、學齡前注音符號學習經驗及國語課學習態度各面向之資料，並採計受試樣本參加金門縣一年級注音符號能力檢測之成績，根據所蒐集之資料進行統計分析。 根據資料分析，本研究獲致以下結論： 一、 學齡前注音符號學習經驗與國小一年級注音符號學習成就及國語課學習態度沒有顯著相關。 二、 國小一年級學童的性別及其父母親教育程度與注音符號學習成就有顯著相關；而國語課學習態度之焦慮度、 價值度層面分別與其性別及母親教育程度有顯著相關。 三、 國小一年級學童的注音符號學習成就與國語課學習態度有顯著相關。 最後，研究者根據研究發現與結論，對注音符號教學實務與未來研究提出以下的建議： 一、 教育當局應正視學前階段普遍提早教學注音符號之現況，衡量注音符號學習時間與教學方法是否恰當，並做適當的調整。 二、 家長應更重視孩子的教育，儘早培養孩子良好的學習態度，且教師與家長皆應多關心男童語言方面的學習狀況。 三、 對未來研究而言，可增加變項、跨大研究範圍及採用不同的研究方法。
This study aims to examine the correlation between preschool phonetic symbol learning experiences, as well as Mandarin Chinese learning achievements and attitudes among the first graders in elementary schools of Kinmen County, to determine whether learning achievements and attitudes vary due to the difference of background factors. This study adopts a stratified random sampling questionnaire survey to investigate 396 first graders of elementary schools in Kinmen County. The “Questionnaire on the Phonetic Symbols Learning Experience and Mandarin Chinese Learning Attitudes of First Graders of Elementary Schools” compiled by the researcher was used as the research tool to collect background information, including the genders of subjects as well as dimensional information of preschool phonetic symbol learning experience and Mandarin Chinese learning attitudes. In addition, scores of first graders participating in the First Grader Phonetic Proficiency Test held in Kinmen County are also used. Information collected has been statistically analyzed. Based on information analysis, this research concludes the results as bellow: 1. There has been no significance between preschool phonetic symbol learning experience and phonetic symbol learning achievements and Mandarin Chinese learning attitudes of first graders. 2. There has been significance between genders of first graders of elementary schools and education levels of parents as well as phonetic symbol learning achievements; anxiety and value of Mandarin Chinese learning attitudes respectively receive significant impact by genders of first graders and education levels of their mothers. 3. There has been a significant relationship between the phonetic symbol learning achievements and Mandarin Chinese learning attitudes of first graders. In the end, based on research findings and conclusions, the research proposes the following suggestions for practice of phonetic symbol teaching and future studies: 1. Education authorities should be concerned with the current status of early phonetic symbol teaching commonly taught for preschool children to balance learning time and teaching methods and make proper adjustment accordingly. 2. Parents should care more for the education of their children and cultivate good learning attitudes. In addition, teachers and parents should pay more attention to language learning of young male students. 3. Future studies can include more variables, expand the research scope, and adopt different research methods.
社會科學 > 教育學