- 學位論文
針對韓國學生的漢字教學研究
The Study of Teaching Chinese Characters for Korean Students
摘要
有鑑於相關研究分析時發現韓國人的漢字水準參差不齊，韓籍學習者學習漢字的動機普遍不高，成效也不彰。在韓國漢字教育雖已有國家等級「教育課程」的教學規劃，但相應配套措施仍不足，以至於使第一線的教師和教材未能達到要求，因此無法進行有效教學。另一面現今的華語文漢字教學，雖有一定的理論發展和實證成果的基礎，但仍缺乏國別化教學的相關理論及研究成果的統整與教學應用，因此本研究者將在中、韓兩地前人研究的理論成果基礎上，發展針對韓籍學習者的六書主導漢字教學模式設計，希望能協助教師在進行教學時能有所依據和參考，以期改善韓籍學習者普遍排斥學習漢字，以及認讀書寫漢字時常發生偏誤等現象。 本研究是以字本位為教學立場，針對韓籍學習者，以ADDIE系統設計模式為基底，進行六書主導漢字教學模式的設計，並採用個案研究法，以兩名韓籍學習者為教學對象，實施為期九週的六書主導漢字教學，經由總結性評量的實施，評鑑結果證實教學是有效的，教學對象的漢字能力皆呈現進步狀態。 目前本研究者已初步建立了一個針對韓籍學習者的六書主導漢字教學模式了，但還有些環節是可以再更精進的，因此本研究者根據研究結論提出相應的教材編制、教師團隊、分級教學等三項建議，期望能對未來有意繼續延續發展與推廣六書主導漢字教學的研究者有所助益，並為華語文漢字教學盡一份心力。
並列摘要
Studies found that the level of Chinese characters of Koreans varies greatly, Korean students are less motivated to learn Chinese characters and Chinese character teaching is ineffective. Although a national-level teaching program has been established by the NCIC (National Curriculum Information Center) for Chinese character teaching in S. Korea, corresponding supportive measures are still insufficient. As a result, teachers on the front line and teaching materials fail to meet the requirements, and put effective teaching into practices. On the other hand, Chinese character teaching of TCSL (Teaching Chinese as a Second Language) in Taiwan is based on a certain degree of development in theories and empirical results, but theories on country-specific teaching, organized research results and applications to teaching are still insufficient. Therefore, the researcher designs the Liu-Shu-based Chinese character teaching model for Korean students based on the theories summarized from previous studies in Taiwan and S. Korea, in hopes of serving as a basis and reference for teachers when teaching Chinese characters to motivate Korean students in learning Chinese and reduce Chinese characters errors which often occurs in reading and writing. The study adopts the Word-Based perspective to design the Liu-Shu-based Chinese character teaching model with the ADDIE Instructional Systems Design for Korean students. Choosing a Case Study Research, two Korean students act as teaching objects in the nine-week Liu-Shu-based Chinese character teaching. The result of summative evaluation shows that such teaching model is effective and both objects have made progress in learning Chinese characters. The researcher has established a preliminary Liu-Shu-based Chinese character teaching model for Korean students with room for improvement, and provided three suggestions on the preparation of teaching materials, organization of teachers and implementation of teaching by grade based on the conclusions of the study. The researcher hopes that this study will benefit researchers who intend to develop and promote the Liu-Shu-based Chinese character teaching model and make contribution to Chinese character teaching in teaching Chinese.