遊戲導入漢字教學之課堂實驗研究

漢字是漢語重要的組成成份之一，漢語語言能力(聽、說)達到一定能力及上升至語文能力(讀、寫)，漢字的教學也很難從一般的對外漢語教學中脫離開來，因此漢字教學也是對外漢語教學中十分重要的議題。為了激發學習者的興趣和培養其學習積極性，從而達到最佳的教學效果和學習效率，因此研究者在課堂教學實驗中，實施「漢字抽鬼牌」、「眼明口快」、「聽音搶字」、「漢字心臟病」一系列具有趣味性和競爭性的遊戲活動，並以此作為本研究的研究內容。本研究以漢字基本理論、漢字教學策略與方法、認知策略與記憶策略和遊戲導入語言學習之理論作為在規劃遊戲應用的理論之依據，以當代中文課程第一冊第九課至第十二課為教材，以初級程度混國籍為對象，主要以現代外語課堂遊戲必須符合的原則與內涵為基礎，訂定出本研究的遊戲選用準則;目前一般的正規華語聽說課程直接以漢字作為主要課程內容較不常見，因此研究者嘗試在ㄧ般正規華語聽說課程中進行「漢字課程」，並透過教學實驗得出一個教學的流程;同時在課堂教學實施過程中，透過觀看課程影片和分析問卷調查之結果，觀察並紀錄成人學習者對於本研究選用的四種遊戲之行為反應和看法。本研究主要採用觀察法和調查法，研究者觀察的方式是在教學實驗過程中，觀察學習者的行為反應並紀錄於課堂教學日誌中，每一次教學前研究者根據課堂目標設計教案，教學中利用錄影的方式記錄上課內容、學習者的表現與反應，教學之後根據課堂情況進行反思的同時撰寫成課堂教學日誌;在整個教學實驗的第一週和最後ㄧ週針對學習者進行共兩次的問卷調查。研究結果顯示在「漢字課程」中使用遊戲活動可以增進漢字學習的意願、學習漢字的過程中不怕犯錯、激發學習興趣同時也能幫助延長漢字形、音、義的記憶。

關鍵字

遊戲活動；漢字教學策略；課程設計

並列摘要

Chinese characters are important components to the Chinese language. As the com- mand of Chinese reaches the listening and speaking level and upgrades to the reading and writing level, it is difficult to separate Chinese character teaching from ordinary Mandarin teaching. Hence, Chinese character teaching has always been a very important issue in Mandarin teaching. To stimulate the interest and develop the learning self-motivation of learners to optimize teaching efficacy and learning efficiency, the researcher has admin- istered a series of interesting and competitive plays in the classroom teaching experiment and uses them as the content of this study. These plays included Chinese Character Slap- jack, Swift, Chinese Character Old Maid and Speed Pick. This study aims to apply the basic theory, teaching strategies and methods, cognition strategies and memorization strategies of Chinese characters and plays to language learn- ing theory for the theoretical reference of planning plays and applications. With Lessons 9-12 of volume one of A Course in Contemporary Chinese, elementary-level students of mixed nationalities as the targets, this study established the criteria for selecting the plays developed in this study based on the compliance with the classroom play principles of modern foreign language courses. Currently, as it is not popular to directly use Chinese characters as the major course contents in the Mandarin listening and speaking courses, the researcher thus attempted to administer Chinese character teaching in formal Manda- rin listening and speaking courses and obtained a teaching process through teaching ex- periments. Additionally, the researcher also observed the response to and view on these four games of adult learners in classroom teaching. This study adopted the observation method and survey method to observe the re- sponses of learners in the teaching experiments and recorded the responses in the class- room teaching journal. Before each lesson, the researcher designed a lesson plan accord- ing to the teaching goal. During the lesson, the researcher maintained a video recording of the teaching contents and the performance and response of leaners. After each lesson, the researcher reflected the lesson progress while writing the classroom teaching journal at the same time. In the first and last weeks of the teaching experiment, the researcher conducted two questionnaire surveys on learners. The results of this study show that using games in classroom teaching of Chinese characters can increase the learning motivation of Chinese characters, encourage leaners not to be afraid of making makings in the learn- ing process, and stimulate learning interest, and help prolong the memory of the form, pronunciation, and meaning of Chinese characters.