本研究旨在探討「義符部首概念分層模型」對學習漢字部首概念形成之有效性，並比較多媒體漢字部首教學融入圖像、聯想記憶策略與故事情境策略之效果研究。本研究根據部首之高頻、義符部首，及參考Rosch (1975)之類別原則，建立漢字部首學習之「義符部首概念分層模型」。以國立臺灣師範大學國語中心91名來台學習華語平均4.7個月左右之外籍學生為實驗對象，採取準實驗方法設計，分為實驗組1、實驗組2與控制組進行教學。實驗組1係於義符部首概念分層教學中加入圖文記憶術策略，實驗組2係於除了圖文記憶術策略外，加入故事情境之輔助教學策略，控制組則是採用非視覺化之教學策略，三組實驗教學均於多媒體漢字教學系統下實施。實驗結果顯示，根據「義符部首概念分層模型」設計之多媒體漢字教學方式，有助於學習者識字之成效。實驗組1、實驗組2較控制組之實驗效果均達統計上的顯著效果。實驗組1與實驗組2兩組之教學效果則未達統計上的效果。顯示漢字學習過程中，漢字結構的視覺形象特性結合視覺及語義的訊息產生表徵意義，再運用圖像、聯想記憶策略、及故事情境策略，具有輔助外籍生學習漢字識字之學習成效。

關鍵字：部首概念、類別原則、多媒體、漢字學習系統

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