精緻化教學法對於國小一年級學童注音符號學習成效影響之行動研究

語言對於促進兒童認知發展具有重要的影響，國語文教育的核心素養是從語言能力的培育開始，而注音符號是學習語文的橋樑，也是學習知識的基礎。由於小一學童在一年級第一學期開學十週內要學完所有注音符號，若完全採用傳統的綜合教學法來進行教學，在教學過程中會顯得枯燥乏味，學童的學習成效也相當有限。因此，本研究簡化綜合教學法繁瑣的分析步驟，以精緻化記憶策略融入注音符號教學，探討精緻化教學法對於國小一年級學童注音符號學習成效之影響。研究目的為以下三點：一、運用精緻化教學法於國小一年級學童注音符號教學之歷程。二、運用精緻化教學法於國小一年級學童注音符號學習之成效。三、運用精緻化教學法於國小一年級學童在注音符號的教學歷程中教師的反思。本研究採用行動研究的方式，研究對象為研究者任教班級的27位學童，每週利用三個早自修的時間，進行兩個循環階段，共為期八週的精緻化教學課程。研究過程中會透過教學觀察紀錄表、錄音錄影資料、訪談紀錄、議課紀錄、研究日誌等質性資料，並輔以國小注音符號能力診斷測驗蒐集量化資料來進行後續分析。研究結果顯示，以相依樣本t檢定分析全班學童在診斷測驗前測、後測中的聽寫分測驗及認讀分測驗成績均達顯著進步。由學童在前測、後測錯誤類型分析對照表來看，可以發現學童在第二階段注音符號精緻化循環教學後，在錯誤類型的項目中減少許多。針對精緻化教學法的實施成效歸納出以下三點結論：一、學童在注音符號及結合韻的學習表現明顯進步。二、學童在注音符號聲調學習表現無明顯進步。三、學童能藉由精緻化記憶策略的引導及課程適度的調整和安排來精熟注音符號。

關鍵字

注音符號；綜合教學法；精緻化教學法

並列摘要

Language has an important influence on promoting children's cognitive development. The core literacy of Chinese language education starts with the cultivation of Mandarin ability, and phonetic symbols are the bridge for learning Mandarin and the foundation for learning knowledge. Since the first graders in elementary school have to learn all phonetic symbols within ten weeks of the first semester, if the traditional comprehensive teaching approach is used for teaching, the teaching process will be boring and the learning effectiveness of the students is quite limited. Therefore, this study simplifies the tedious analysis steps of the comprehensive teaching approach, integrates phonetic symbol teaching with elaborate memory strategies, and explores the influence of the elaborate teaching approach on the learning effect of phonetic symbols for the first graders. The research objectives are the following three points: 1.The course of using elaborate teaching approach in the teaching of phonetic symbols for the first graders. 2.The effect of using elaborate teaching approach in the learning of phonetic symbols for the first graders. 3.Teachers' reflection of using elaborate teaching approach in the phonetic symbol teaching process for the first graders. This research adopts the action research method. The research object of this study is 27 students in the class taught by the researcher, using three early self-study times every week to carry out two cycles, a total of eight weeks of elaborate teaching courses. During the research, qualitative data such as teaching observation records, audio and video records, interview records, lesson records, research logs, and other qualitative data will be collected, supplemented by the elementary school phonetic symbol ability diagnostic test to collect quantitative data for subsequent analysis. The study shows the significant progress that we use Paired Sample t-test to analyze the scores of the dictation subtest and the recognition subtest of the whole class before and after the diagnostic test. Judging from the comparison table of the error types of the pre-test and post-test of the students, it can be found that after the second phase of the phonetic symbols elaborate teaching, the students are reduced in the wrong types of projects. The following three conclusions are summarized regarding the implementation of elaborate teaching approach: 1.The students' learning performance in phonetic symbols and rhyme is obviously improved. 2.The students' learning performance in tones is not obviously improved. 3.The students can familiar with phonetic symbols through the guidance of elaborate memory strategies and appropriate adjustment and arrangement of courses.