精緻化教學策略於國小一年級低成就學童注音符號學習之行動研究

An Action Study on the Effects of Learning Mandarin Phonetic Symbols for Elementary First Graders with Low Achievement by Using Elaboration Teaching Strategies

陳淑華(Shu-Hua Chen)

指導教授 ： 林永豐

國立中正大學/教育學院/教學專業發展數位學習碩士在職專班/碩士(2015年)

摘要

注音符號是語文學習的基礎，也是小一新生加入正式學習環境的第一道關卡。但是，抽象的注音符號有相似的形狀、聲音，學習注音符號時引發的困擾、成績低落影響小一新生對學習的信心與樂趣。現行學校採用之綜合教學法是以觀察及複誦為主要活動，但是，部分學生並沒有在十週的注音符號教學後順利習得與應用注音符號，反而因為測驗的分數過低、影響國字及其他領域學習而成為低成就學童。因此，選擇有效的教學策略提升注音符號學習成效乃是當務之急。
本研究旨在探討精緻化教學策略對國小一年級低成就學童學習注音符號的影響，並分別從研究對象之認讀能力與書寫能力的轉變進行分析。以新竹縣清清國小一年級三名低成就學童為研究對象，進行為期十週，每週四節的注音符號教學，本研究採行動研究，由分析研究對象在學習過程的質性資料與接受測驗所得的量化資料，以了解精緻化教學策略對低成就學童之注音符號認讀能力與書寫能力的影響。歸納本研究結論如下：
一、精緻化教學策略於國小一年級低成就學童學習注音符號之認讀能力有明顯的影響，學生接受注音符號能力診斷測驗結果得知，認讀符號的能力進步情形最多。
二、精緻化教學策略於國小一年級低成就學童學習注音符號之書寫能力有明顯的影響，學生接受注音符號能力診斷測驗結果得知，聽寫單音、聽寫聲調等能力進步情形最多，且顯示評量時若能單純施測聲調符號，低成就學童就能有較佳的表現。
三、學生是學習的主體，合宜的教學策略與教材能引導學生重新建構注音符號並改善學習態度和行為。
依據上述的分析結論，提出對於欲實施精緻化教學策略的教學者及未來研究方向之相關建議。

關鍵字

低成就 ； 注音符號 ； 精緻化教學策略 ； 行動研究

並列摘要

Mandarin pronouncing alphabet is not only the basis of language learning, but also the first hurdle that the first-grade-students have to face. Mandarin phonetic symbols have similar shapes, sounds, making the learners confused in the process of learning and getting low grades, resulting in the first-grade-students little confidence for learning and fun. Traditional teaching methods based on comprehensive observation and repetition as the main teaching activities. However, some students do not successfully acquire and use phonetic symbols after ten-week teaching. Instead, low test scores result in low-achievement-students for their poor learning of Mandarin character and other subjects. Therefore, it is a priority to select effective teaching strategies to enhance learning effectiveness of phonetic symbols.
This study aims to investigate the elaboration teaching strategies’ influence on the first grade-students with low-achievement-students learning phonetic symbols, and analyze the changes of the students’ reading and writing abilities. There are 3 low-achieve-students at Hsinchu County elementary school as a case study. This study has practiced for ten weeks, four sections of Mandarin phonetic symbols each week. This study used action research, analyzed the object change in the quality and quantity of the learning process. Understanding the effects of elaboration teaching strategies for low-achievement-students in recognizing and reading Mandarin phonetic alphabet and writing ability. The results are as follows:
1. Elaboration teaching strategies enhance the first-grade-students with low achievement reading comprehensive ability of Mandarin phonetic symbols significantly through the results of diagnostic test on the abilities to recognize and read symbols.
2. Elaboration teaching strategies enhance the first-grade-students with low achievement writing ability of Mandarin phonetic symbols significantly through the results of diagnostic test on the abilities of voice dictation and tone dictation. Students even get better performance, if they were taken the tone symbol assessment only.
3. Students are the subject of learning. Appropriate teaching strategies and materials can guide students to reconstruct Mandarin phonetic symbols and improve their learning attitudes and behavior.

並列關鍵字

low achievement ； mandarin phonetic symbols ； elaboration teaching strategies ； action study

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