臺灣寫字研究文獻探究

A Literature Review of Handwriting Research Conducted in Taiwan

張麗蓮(CHANG, Li-Lien)

《教育理論與實踐學刊》 36期 (2017/12) Pp. 127-148

https://doi.org/10.7038/JETP.201712_(36).0006

摘要

寫字對學童認知發展和思想的表達扮演重要的工具性角色，本文以文獻研究法探討1989至2015年臺灣寫字研究的脈絡，包括研究對象、研究方法、研究變項和不同研究議題的結果。文獻來源為發表在具審查制度的期刊論文30篇。分析結果顯示：第一、研究方法以量化取向為主占87%（26篇），質性研究為主占13%（4篇）。第二、研究對象以國小學生最多。第三、研究變項包括書寫方式、寫字能力、視知覺能力、寫字慣用手、年齡（年級）、性別及教學方法。第四、寫字議題的研究結果顯示：握筆姿勢的成熟與正確標準不一，握筆姿勢和寫字表現沒有顯著相關；寫字困難學生書寫特徵因形成因素而異；視知覺對寫字能力高低組的預測力不同。本文提出三點未來研究的建議，第一、擴展以寫字教學者為研究對象；第二、建立不同年齡的抄寫速度常模；第三、探討容易產生手的疲倦感、疼痛感的握筆姿勢類型。

關鍵字

臺灣 ； 寫字研究文獻 ； 寫字

並列摘要

Handwriting plays an important role in school life. The purposes of this literature review is to examine the findings of 30 studies on Chinese Handwriting published in academic journals from 1989 to 2015 and then to make some suggestions for future research on handwriting. Results of this study show that 1. 87 percent of the studies comprised quantitative research and 13.3 percent of the studies qualitative research; 2. most of the objects of research were elementary schools' students; 3. the variables included ways of handwriting, handwriting performance, visual perception, hand preference for handwriting, age (grade), gender and teaching methods; 4. those research findings indicate that (1) the standards of maturity and correctness of grip posture varied; (2) there were no significant relevance between grip posture and handwriting performance; (3) the characteristics of students with writing difficulties vary from one forming factor to another; (4) visual perception showed different predictive power in the different handwriting performances of writers. This present study makes three suggestions for future studies: 1. consider subsuming college students who are qualified to teach the objects of research, 2. devise suitable modes of handwriting speed for students at different ages, and 3. investigate the types of grip posture that could result in hand fatigue and pain.

並列關鍵字

Taiwan ； handwriting literature review ； handwriting research

參考文獻

朱作仁(1984)。語文教學心理學。黑龍江:人民出版社。

李宏鎰、陳柔安、張孟鈴、林琮期、周佳蓉(2013)。注意力缺陷過動症兒童之書寫表現。特殊教育季刊。128，19-26。

李連珠(1995)。臺灣幼兒之讀寫概念發展。幼教天地。11，37-68。

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