運用部首識字教學法於國小低年級外籍學生國語學習扶助之個案研究

A Case Study of Chinese Radical Instruction on the Learning Assistance of A Second-Grade Foreign Student in Mandarin

林宏錦(Hung-Chin Lin)

《臺灣教育評論月刊》 9卷7期 (2020/07) Pp. 177-204

摘要

研究者於教育現場，首次接觸到二年級的外籍轉入生，其雖已於一年級上學期學會注音符號，但由於一年級下學期於國外就讀，故一下的國語領域學習純屬空白，因識字量不足，在學習上倍感挫折，因此研究者欲採部首識字教學法對個案實施補救教學，盼提升其中文識字能力，此乃本研究之緣起。本研究之目的包含：（一）探究運用部首識字教學法於國小低年級國外轉學生識字之可行性。（二）了解運用部首識字教學法於國小低年級國外轉學生識字之成效。研究方法採個案研究法，於教學前先施予前測，接著進行十二堂課的部首識字教學後，施予後測。最後以前、後測之答對率的百分比來檢定受試者的學習成效。研究結果發現：運用部首識字教學法於國小低年級外籍學生國語領域之補救教學確實可行，其成效良好，個案在短期內認字的能力上確實提升。

關鍵字

國語領域補救教學 ； 部首識字教學法 ； 學習扶助

並列摘要

A 2nd grade female foreign student transferred into the researcher's class. The case knows traditional Chinese pinyins and some basic vocabularies, but she is short of words listed in the second semester of the first year of the study. Thus, this study intended to teach her the Chinese radicals to see whether she is able to improve her reading capability. A pretest was taken before the instruction, followed by 12 sessions of radical learning, then a post test was administrated. The percentage of correctly recognizing words was measured. The results showed that radical learning can significantly improved the foreign student's reading ability in a short period of time.

並列關鍵字

Chinese remedial instruction ； Chinese radical instruction ； Learning Assistance