- 學位論文
運用部首識字教學法進行國小低年級國語文課後補救教學之行動研究
An Action Research on Apply Radical Teaching Approach Teaching literacy studies using radical teaching approach for Low-graders in After-school Remedial Instruction
摘要
本研究旨在探討部首識字教學法對低年級國語文課後補救學童識字能力之影響。由於識字是閱讀理解之基礎，硏究者深感部首識字教學法對於低年級學生之重要性及迫切性，於是嘗試運用中國文字所具備之「部首」概念，發展一套兼具邏輯性與科學性的識字教材，以瞭解學生的學習情況及改變歷程。 研究參與者為南部三友國小(化名)二年級十一位學生，其中是四位目標學生。研究時間自西元2014年2月11日始，至2014年12月31日止，即研究者任教班級一下與二上學期各45節。教材根據國語翰林版本中的生字教材為基礎，並參酌王志成、葉紘宙〈2002〉《趣味的部首》一書中所列之部首，從中歸納出45個部首做為本研究之教材單元，以圖像式的方法導入部首的概念，並透過字形的演變分析、字義的解說及同類部首字帶字的歸納方式，透過識字量前後測，來建構學生對於部首概念的認知，以解決識字量貧乏的問題，期望能燃起學生學習的興趣，激發探索語言文字的信心，將學習權交到學生的手上，達到不教也會主動閱讀的目的，養成其自學與樂在閱讀的目標！ 綜合歸納研究之結果，可得知本研究結論如下： 一、部首識字教學法在國小低年級課後補救教學的實施，無論是教材、學習單還是教 學活動如查字典、部首繪圖、多媒體挹注、識字遊戲等活動等，皆具有可行性。 二、部首識字教學法對國小低年級課後補救的學生識字量的提高，有明顯的提升，具備了「部首意義類推」的能力，二年級識字量希望閱讀達到平均數1248字；高師大PAIR識字量檢測達到平均數1563字。 三、低年級課後補救學生在實施部首識字教學法課程後，學習態度轉為自主的學習， 會舉一反三，主動查字典借閱圖書，尤其相關文字學的圖書，並樂在學習。 四、部首識字教學法是教師提升專業與成長的有效方法之一，透過一邊教學、一邊修 正教學內容與方法之行動策略，顛覆了以往傳統「百年教案」的做法。以多元、多樣化的教育思潮，自編教材實施教學；著重教室情境的記實與師生互動，透過與研究夥伴及其他教師的討論，與教學上的省思，轉化為改進教學成長的動力。 根據研究結果提出具體建議，以做為教師、學校、教育主管機關及後續研究者之參考。
並列摘要
This study was designed to investigate how teaching radicals to First and Second Graders during after school remedial classes affects children’s literacy skills. Literacy is the foundation of reading comprehension (Huyong Chong, 2002).Due to the importance and urgency of radicals in learning Chinese characters for low-grade students, we developed a logical and scientific teaching material based on radicals to improve students’ learning efficiency and learning motivation. The subjects were eleven low-grade students, four of which were the experimental group. The experiment ran from 2014/02/11 to 2014/12/25, during the second semester of First grade and the first semester of Second grade. The teaching materials used in this study is based on the 2013 version of the Friends of The Imperial Mandarin First Grade Vocabulary Textbook by Wang Zhicheng and Ye Hongzhou. Within the Radicals teaching unit, we provide an image-based approach to introduce the concept of radicals. The images provide the evolution of radicals, the meaning of the radicals and the induction method of similar radicals, all of which construct the students’ cognitive ability. With this method, a student’s interest in learning and reading can be initiated. A teacher’s goal is not to force knowledge onto students, but inspire them to be confident in exploring the reading content on their own. From the results of the study, several conclusions can be made: One, emphasizing radicals as an educational module in after school remedial classes for First Graders and Second Graders is feasible. Second, the amount of the student literacy after teaching the low-graders radicals in after-school remedial classes has significantly increased, with the amount of the reading literacy for the students' ability to "radical significance analogy" in the second grade reaches the average amount of 1248 words; Kaohsiung Normal University PAIR average literacy level detection reaches 1563 words. Third, low-grade students receiving after-school remedial literacy in the implementation of radical pedagogy courses, their study attitude turns into autonomous learning。 Fourth, the radical pedagogy of literacy teachers use is one of the effective methods to enhance the teachers' professional ability and growth through while teaching, while repairing positive teaching content and methods of action strategies, and overturning the traditional "lesson plans" approach. Emphasizing the classroom context recordings and the students' interaction through the discussion, research partners and teachers made their reflections. By following the diverse education thoughts, making teaching materials to implement the teaching content , the teachers' teaching method is transformed and their teaching ability is really improved. Based on the research results specific recommendations are made as a reference for the teachers, schools, education authorities and the subsequent researchers.