泰北兒童漢字教學行動研究—以泰北清邁Weruwan學校為例

本研究主要探討泰國小學漢字教學現況，以泰國北部某所國立學校為行動研究之分析，發展出小學生學習漢字之教學策略，並提出適合泰國兒童漢字之教學方式。研究者於2019年5月進行為期六個禮拜的行動研究，前往泰國擔任北部某所國立學校華語教師，本研究期以設計出適合泰國小學生之漢字教學模式，並有效提升學習者學習漢字的效率。本研究採用行動研究方法，實際參與教學的學習者為39位，五年級的泰國小學生，華語程度為初級，教學時間共6個小時（1週1小時），分為3個小時的漢字字源教學，另3個小時為漢字部件教學。以課堂觀察紀錄、教學反思，經過三次的字源教學和部件教學循環研究歷程，解決教學情況中的問題，並加以修正教學策略及方式，最後以學後評量進行學習成效評估。研究結果發現，雖然針對兒童的漢字教學法有許多種，不過適合泰國的兒童學習者的漢字教學法並不多，其因為華語並非學習者的母語，讀寫漢字是一大難點、學習者的華語程度無法統一。鑒於以上原因，以及透過文獻探討，研究者認為適合泰國兒童的漢字教學法為：字源教學法與部件教學法兩種。字源教學法的進步幅度沒有部件教學法的進步幅度明顯，從評量結果分析可知部件教學法比字源教學法更好。另外，教師在黑板上寫字可以提高學生的學習專注力。最後，本研究成果期能提供有志於泰國小學從事華語教學的教學者在未來課程設計之參考。

關鍵字

泰國小學漢字教學；漢字教學；泰國學習者；泰國小學生；行動研究；泰國小學華語課程；字源教學法；部件教學

並列摘要

This research paper primarily explores the current status and options for teaching Chinese characters in primary schools in Thailand. Based on an analysis of Action Research in a government-run primary school in northern Thailand, the purpose is to develop: 1. teaching strategies for primary school students to learn Chinese characters; 2. proposes to find suitable teaching methods for Thai primary school children. The research was conducted over a six- week action study in June-August 2019, and was conducted in Northern Thailand serving as a Chinese teacher in a government-run school. This research designs a Chinese character teaching model suitable for primary school students in Thailand that effectively improves the learners' efficiency in learning Chinese characters. This research adopts an action research method. The study objects are 39 fifth-grade elementary school students with a basic level of Chinese language. The teaching time is six hours (one hour per week). It is divided into three hours of Chinese character Etymology Teaching Method, and three hours of Chinese Character Components Teaching Method. The teaching process was based on classroom observation records, teaching reflection, and three cycles of research on Etymology Teaching Method and Components Teaching Method. Based on these methods, the problems in the teaching environment were solved. The teaching strategies and methods were modified as needed. Finally, post-test results were used to evaluate learning effectiveness. The research results found that although there are many Chinese character teaching methods for primary school children, there are not many Chinese character teaching methods suitable for primary school learners in Thailand. Because Chinese is not the learner's mother tongue, reading and writing Chinese characters poses a major difficulty. There is no uniform level of Chinese language or character writing ability amongst the students. In view of the above reasons, and through the literature discussion, the researchers believe that the teaching methods of Chinese characters suitable for Thai children are: 1. Chinese character Etymology Teaching Method; 2. Chinese Character Components Teaching Method. The improvement of the Etymology Teaching Method is not as obvious as that of the Components Teaching Method. From evaluation of pre-test and post-test results, it can be seen that the Components Teaching Method is more effective than the Etymology Teaching Method. In addition, teachers writing on the blackboard can improve students' study and focus. Finally, this research achievement period can provide a reference for future curriculum design for educators who are interested in teaching Chinese in Thai primary schools.