An Exploratory Study on Primary 3 Student Writing of Chinese Characters at Their Teachers' Dictation

探索小學三年級生默書時寫字的表現

林浩昌(Ho-Cheong Lam)

《教育研究與發展期刊》 11卷2期 (2015/06) Pp. 33-60

https://doi.org/10.3966/181665042015061102002

摘要

This study aims at exploring student writing of Chinese characters at their teachers' dictation in a primary school in Hong Kong. Sample writings of 106 Primary 3 students produced in 12 dictation lessons were collected over a school term. The students wrote a total of 1441 characters. Both descriptive and inferential statistics were used to analyze the student writings. The main results are: First, the students correctly produced a large majority of about 90% of the characters at the dictation. Second, the categories of errors that the students made in writing the characters were diverse. Third, the students made a different combination of errors in writing the semantic and phonetic radicals of the characters. Fourth, a considerable portion of their errors was related to whether they were able to reproduce the specifics of the characters. This study examines the performance of the students after they have been taught to write, hoping to have direct implications to how teachers should teach students to write.

關鍵字

dictation ； categories of errors ； writing characters ； primary school

並列摘要

本研究旨在探索小學生默書時寫字的表現。研究對象為一所香港小學的106位小三學生。本研究蒐集他們在一個學期、12節默書課中的寫字樣本，樣本中學生共寫1,441個字。研究採用描述及推論統計的分析方法，結果主要有四：（1）他們能正確寫出大多數（約九成）的字；（2）錯字類型非常多樣；（3）他們書寫一字的義符與聲符時，會出現不同類型的錯誤；（4）不少的錯字類型與他們能否寫出一字的細節有關。本文探討學生在寫字教學後的表現，盼望對於老師如何教寫字有所啟發。

並列關鍵字

默書 ； 錯字類型 ； 寫字 ； 小學

參考文獻

Feldman, L. B.,Siok, W. W. T.(1997).The role of component function in visual recognition of Chinese characters.Journal of Experimental Psychology: Learning, Memory, and Cognition.23(3),776-781.

Wang, J.(Ed.),Inhoff, A.W.(Ed.),Chen, H.C.(Ed.)(1999).Reading Chinese script: A cognitive analysis.Mahwah, NJ:Lawrence Erlbaum Associates.

Ho, C. S. H.,Bryant, P.(1997).Learning to read Chinese beyond the logographic phase.Reading Research Quarterly.32(3),276-289.

Ho, C. S. H.,Bryant, P.(1997).Phonological skills are important in learning to read Chinese.Developmental Psychology.33(6),946-951.

Lam, H. C.(2012).Elaborating the concepts of part and whole in variation theory: The case of learning Chinese characters.Scandinavian Journal of Educational Research.