以部件識字集中學習協助新住民跨國銜轉兒童識字與寫字研究

近年來「跨國銜轉學生」流動於台灣與母國的教育體制中。其中以新住民子女問題最嚴重，因華語能力不足，他們回到台灣時，課業及人際關係都受到極大挑戰，經常只能降轉及接受補救教學，無法順利接軌台灣教育系統。由於一般中小學老師缺乏華語為第二外語之相關的教學知能，加上學校普遍缺乏人力與相關學習資源來處理此問題，使得跨國銜轉學生在學習上，因為看不懂漢字，不知道其讀音，以及對於書寫漢字感到困難與挫折，這是造成他們華語學習困難與基本學科學習能力不佳的主要原因。本研究主要探討以「集中識字」及「部件教學」來增進新住民跨國銜轉兒童識字。研究者使用「字本位學習法」教材，並配合「華語文教學字表」作評量測驗，輔導兩位跨國銜轉回台灣的越南新住民子女，藉由「集中識字」和「部件教學」，讓她們了解漢字結構，克服學習難點，提升自主學習能力，並運用多元教學方式，使教學內容更豐富，引起她們對識字的興趣，達到快速識字，容易記住的目標。本研究採質性研究方式，藉由前測、教學實施和後測，分析「集中識字」和「部件教學」對於新住民跨國銜轉兒童識字的成效。根據試驗教學評估顯示，研究者使用的教學設計及教學策略，確實提高新住民跨國銜轉兒童的識字與寫字能力。

關鍵字

跨國銜轉兒童；新住民子女；集中識字；部件教學

並列摘要

Recently "transnational students" are flowing in the education system of Taiwan and their home countries. Among them, the children of new immigrants have the most serious problem. Due to their insufficient Chinese language ability, when they return to Taiwan, their schoolwork and interpersonal relationships are greatly challenged. They often have to stay down and receive remedial teaching, and they cannot smoothly integrate into the Taiwan education system. Due to the lack of teaching knowledge related to Chinese as a second foreign language in general primary and secondary school teachers, and the lack of manpower and related learning resources in schools to deal with this problem. The transnational students cannot understand Chinese characters, do not know the pronunciation of the words, and feel difficult and frustrated in writing Chinese characters which are the main reasons for their difficulty in learning Chinese and their poor ability in basic subjects. This research mainly explores the use of "centralized literacy" and "component teaching" to improve the literacy of new immigrant's transnational children. The researcher used the textbook "Chinese Characters Building Blocks" , combined with the "National Education Institute Third-Class and Seven-Level Chinese Language Teaching Word List" as an evaluation test to tutor the second generation of Vietnamese new immigrants who have transferred back to Taiwan. Through "centralized literacy" and "component teaching", they can understand the structure of Chinese characters, overcome learning difficulties, improve their independent learning ability, and use multiple teaching methods to enrich the teaching content which arouses their interest in literacy and to achieve the purpose of memorizing Chinese characters quickly and easily. This research is a qualitative research method. Through pre-testing, teaching implementation and post-testing, analyze the effectiveness of "centralized literacy " and " component teaching " for immigrant's transnational children. According to the experimental teaching evaluation, the teaching design and teaching strategies used by the researcher have indeed improved the literacy and writing ability of the children of the new residents.