以中文字特徵為基礎之書寫治療方案：方案發展與可行性研究

Chinese Geometric-Based Handwriting Intervention Program: Program Development and Feasibility Study

李冠儀(Kuan-Yi Lee) ； 何自欣(Tsu-Hsin Howe) ； 王湉妮(Tien-Ni Wang)

《職能治療學會雜誌》 39卷2期 (2021/12) Pp. 126-150

https://doi.org/10.6594/JTOTA.202112_39(2).0001

摘要

背景：書寫是學齡孩童最重要的職能活動之一，與學業表現習習相關。有別於拼音字母，中文文字的書寫涉及複雜的空間建構，更具挑戰。然而，當今中文文字書寫的介入研究甚少。有鑑於視覺動作整合技巧為書寫的重要基礎能力，本研究目的為發展一個以中文字獨特視覺建構為主，且聚焦於視動整合技巧之中文字書寫治療方案—字字不倦，並探討此方案的可行性。方法：此可行性研究透過方便取樣，共招募八位國小一、二年級一般發展孩童參與書寫治療方案。字字不倦方案依字型分為四個課程單元：左右型、上下型、兩面包圍型、三面及四面包圍型。各單元的練習元素包含幾何圖樣與中文字的元素（筆畫、部件及整字），基本技巧練習包含視動整合、視知覺及動作協調。每個單元皆有兩位孩童接受課程訓練，共兩堂課，每次75分鐘。以問卷的方式，評估孩童對於課程的接受度；並以近端抄寫15個中文字之表現，來評量方案的有效性。結果：接受度問卷結果顯示，多數孩童皆可接受此方案（平均4.4分／5分）。有效性評估結果顯示，孩童平均有65%的字，其後測書寫表現較前測佳。結論：本研究結果顯示，字字不倦方案具接受度及增進書寫表現的潛在效益。未來研究可增加受試對象及加強研究設計，進一步探討療效結果。

關鍵字

中文字書寫 ； 視覺動作整合 ； 治療方案

並列摘要

Background: Handwriting is an essential occupation for school-aged children. Due to the unique visual properties of Chinese characters, writing in Chinese may be more challenging than writing in alphabetic language. Thus, the purposes of this study were to develop the Chinese geometric-based handwriting intervention program and to investigate the feasibility of the proposed program on handwriting performance. Method: Eight typically developing children in the first or second grade were recruited via convenience sampling to receive the geometric-based handwriting intervention program. The training activities of the program were categorized into four course units with each designed for different types of Chinese visual structures, including top-down, left-right, two-side surrounded, and three- and four-side surrounded. The concepts of visual perception, motor coordination, and visual-motor integration were included in the training program. In addition, elements of Chinese characters (e.g., strokes, radicals, and words) were also embedded in the training. Two children participated in one course unit with two 75-minute sessions. Acceptability and preliminary effectiveness of the handwriting program were evaluated. Result: The mean score of the acceptability items was 4.4 out of 5, suggesting that the handwriting program was acceptable to the participants. In addition, 65% of Chinese characters were identified as more legible in the post-test than in the pre-test. Conclusion: The results provide preliminary evidence to support the feasibility of the geometric-based Chinese handwriting intervention program. Future research should include a large sample size and use randomized control trial design to validate the study findings.

並列關鍵字

Chinese Handwriting ； Therapeutic Practice ； Visual-motor Integration