中文部首分色識字教學法對國小識字困難學童教學成效之研究

The Study on the Effect of Word Recognition Teaching by Colored Radicals for Elementary-School Students with Word Recognition Difficulties

邱明秀(Ming-hsiu Chiu)

指導教授 ： 劉文英

中原大學/人文與教育學院/教育研究所/碩士(2004年)

https://doi.org/10.6840/cycu200400657

摘要

私立中原大學教育研究所碩士論文摘要

研究所別：中原大學教育研究所特殊教育組
論文名稱：中文部首分色識字教學法對國小識字困難學童教學成效之研究
指導教授：劉文英博士
研究生：邱明秀
論文摘要內容：
本研究旨在探討中文部首分色識字教學法對於國小識字困難學童識字教學的成效，並以基本字帶字識字教學法的教學成效與中文部首分色識字教學法的教學成效在字音、字形與字義測驗上做一比較，以找出何種識字教學法對於識字困難學童的教學效果最佳。本研究採用單一受試研究法之交替處理實驗設計，分為第一基線階段（一週）、交替處理階段（十五次，三週）、最後階段（五次，一週）與保留階段（四次，一週）。研究對象選自桃園縣某國小三年級普通班識字困難學生，在交替處理階段以基本字帶字識字教學法與部首分色識字教學法交替介入進行教學，教學之後針對字音、字形與字義部份實施學習立即成效測驗與學習成效保留測驗，並比較測驗的結果，根據研究的目的選出在字義上教學效果較好的部首分色識字教學法在最後階段繼續進行教學，並於保留階段對於四週前的部首分色識字教學長期保留成效做一個探測。本研究採用單一受試研究法之點繪法將受試者各階段接受字音、字形、字義測驗後的資料繪製成曲線圖，利用視覺分析法將受試者階段內與階段間的資料製表，來解釋受試者接受兩種識字教學後的識字成效。本研究的結果如下：
一、基本字帶字識字教學法對於三位受試者在字音、字形與字義的立即學習成效上有良好的教學效果，但是在學習保留成效的部份則不明顯。
二、部首分色識字教學法對於受試者字音、字形與字義的教學立即效果與學習保留效果上皆有良好的成效，尤其在字義教學的部份更是能夠維持較長的學習保留效果。
三、基本字帶字識字教學法對於受試者的字音教學成效比部首分色識字教學法字音教學成效來得好；而部首分色識字教學法對於字義的教學成效比基本字帶字識字教學法來得顯著。

關鍵字

交替處理 ； 單一受試法 ； 識字教學法 ； 中文部首分色識字教學法 ； 基本字帶字識字教學法

並列摘要

The study on the effect of word recognition teaching by
colored radicals for elementary-school students with word recognition difficulties

Ming-hsiu Chiu

Abstract

The purpose of this study was to explore the effect of instructional method by teaching colored radicals to elementary students with word recognition difficulties. In addition, teaching colored radicals was compared with Chinese Stem-Deriving Instruction (CSDI in short) to see which method would lead to better effect on students’ ability of word-phonia, word-form, and word meaning.
The research method adopted in this study was alternating treatment design of single subject research including base line stage (1 week),alternating stage(3 weeks),best stage(1 week) and maintenance stage(1 week).The subjects of this experiment were 3 third-grade students who had word recognition difficulties in normal class. The study used CSDI and Colored Radicals Instruction (CRI in short) alternatively in the alternating stage for 3 weeks and then tested the students immediately on word-phonia, word-form and word-meaning, in order to compare the immediate effects of two instructional methods. Further, the better instruction which scored higher would be chosen to teach students in best stage. Finally, maintenance stage would record students’ test result without any instructions. During the both alternating and the best stages, the short-term maintenance effects would be measured by testing the students of each class on the next class. In the end, the long-term maintenance effects would also be measured on the maintenance stage. The data analysis were indicated by charts and visual analysis method to explain the effect of these two instructions. The finding of this study were;(1)CSDI did make good immediate effect on word-meaning test, but not on maintenance;(2)Colored radicals instruction did make good effect both on immediate effect and maintenance effect, especially on the word-meaning test;(3)CSDI was a better instructional method than CRI on word-phonia test, but CRI was a better instructional method than CSDI on word-meaning test.

並列關鍵字

single subject research ； Chinese Stem-Derving Instruction ； alternating treatment design ； Chinese Colored Radicals Instruction

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