注音符號教學新法“精緻化教學法”實施成效之研究

A Study of Comparison between Elaborate Teaching Approach and Traditional Teaching Approach in Chinese Pronouncing Alphabet

常雅珍(Ya-Jane Chaung)

《長庚科技學刊》 9期 (2008/12) Pp. 89-118

https://doi.org/10.6192/CGUST.2008.12.9.9

摘要

傳統綜合教學法在認讀教學方面以「觀察法」及「複誦法」爲主，即學生觀察老師的嘴型及發音後加以不斷反覆練習來學習符號，此種教學無法化抽象爲具體，難以引起學生學習興趣，因此研究者自創一套精緻化教學法，結合當代心理學、語言學、教育哲學及記憶策略爲基礎，將三十七個注音符號依照記憶術分爲視覺心像、發音特色、聽覺心像、關鍵字法，並爲每一個注音符號設計故事、動作及遊戲以加強記憶。本研究採用率實驗研究法，實驗組採用精緻化教學法，控制組則以傳統綜合教學法教學，進行爲期十週的教學活動，結果發現實驗組在視覺心像、聽覺心像、關鍵字、發音特色及動作表微顯著優於控制組。研究者根據結果提出結論及建議。

關鍵字

注音符號 ； 精緻化教學法 ； 動作表徵

並列摘要

Learning Chinese pronouncing alphabet is essential for reading. There are thirty-seven letters in Chinese pronouncing alphabet. These letters are difficult to be distinguished by novices because some of them have similar prouncation and shapes. Traditional teaching approache use observation and repeation methods. Such approaches are too abstract and bored to attract children's interest and motivation. Hence, improving the teaching approach to Chinese pronouncing alphabet is very important to novices for learning Chinese. This thesis proposes a new teaching approach to Chinese pronouncing alphabet called elaborate teaching approach, which is based on psychology, linguistics, pedagogics, and courses. It contains five strategies: visual imagination, hearing imagination, keyword, pronouncing characteristics, active symbolism. Each letter in Chinese pronouncing alphabet is associated with a story, a active symbolism and games. For these purposes, the subjects of this study were two groups of kindergarten students The experimental group use elaborate teaching approach, while the control group use traditional teaching approache. The collected data were analyzed by one-way ANCOVA. The experiment result shows experimental group is better than control group in visual imagination, hearing imagination, keyword, active symbolism.

並列關鍵字

Chinese pronouncing alphabet ； Elaborate Teaching Approach ； active symbolism