字本位教學法輔助兒童華語漢字教學之設計研究

Abstract

本研究旨在以字本位教學法幫助兒童學習漢字，設計集中識字的輔助教學課程，加強兒童的漢字認讀能力。目前字本位教學法的教材及目標教學對象皆為成人，尚沒有以字本位教學法設計的兒童華語教材及教學設計。本研究將設計應用於7歲以上12歲以下的兒童華語中的字本位教學活動，輔助兒童學習漢字。 現有的兒童華語教材的生字，有認讀字與習寫字之分，然而教材的選字及如何以漢字構詞，多依循以詞為基本單位的思維而設計。如何在現有的教材之課程中，加強兒童的漢字認讀能力，本文設計以輔助教學的方式彌補主教學課程，期能提升兒童華語的漢字教學。輔助教學在每三課後實施，一方面具有複習的效果，亦可以將多課的漢字組合成新詞，增加學習者的詞彙量。一般以詞本位教材從事教學，著重於詞彙及語法的練習，倘能在進行主要課程後，搭配本研究設計之字本位輔助課程，可使學習者提升漢字閱讀與寫字的能力。 本文以白樂桑先生的滾雪球教學法為基礎設計輔助教學，利用學習者已學過的漢字編組短文，增加漢字的複現次數，期待能提升學習者對漢字的印象及理解。本文的教學設計重整認讀字與習寫字，組合成新字，加入短文編寫中，增加學習者的字彙量。同時加強教材中較缺乏的部首及漢字結構知識，並用圖像記憶讓學習者熟悉漢字部首義與字形的連結，讓部首成為學習者認字的助力。 本研究設計針對詞本位教材的兒童華語學習者，在主課程之外增加字本位的輔助教學設計，目的是為了加強學習者的漢字認讀能力，提供學習者更完整的漢字教學。

This study aims to use character-based teaching method to support children’s Chinese character learning. Supporting courses are designed with the distributed word recognition teaching method to enhance children‘s reading ability. For the time being, textbooks from character-based approach and targeted learner are both aimed toward adult learners. Textbooks and course designs from character-based approach for children has not yet been proposed. This study has designed supporting courses for 7-12 year-old children, to facilitate children’s Mandarin character learning. Currently, children’s Mandarin textbook distinguish reading characters from writing characters. However, how the textbook select characters and how they use the character to form lexical items still follows the word-based way of thinking. This study has proposed supporting courses to aid the main course. Supporting courses are designed to take place after every three main courses. On the one hand, the supporting courses help learners to review the learnt content; on the other hand, learners have opportunities to use character from different lessons to from new words. Word-based textbooks focus more on vocabulary and grammar exercise. It is hoped that supporting courses can enhance learner’s character reading and writing ability. This study uses Joël Bellassen’s snowballing teaching method as the base to design supporting teaching. Using the characters that learner had already learnt to form short articles. The articles can increase the number of times a character appear in the course. Expecting that learner can have a deeper image and understanding of the characters taught. This course design makes use of both reading characters and writing characters to form new words and add the words into the snowballing article to increase the size of learner’s new words. Adding the knowledge of character radical and structure, and using pictorialize radicals can familiarize learners with the meaning of the radicals and the character’s link. This design hopes to make radicals a helpful tool for learners to recognize characters. This course design aim at learners who use word-based children’s textbook to learn Mandarin. The purpose of adding character-based supporting course is to enhance learner’s ability of reading and writing characters, providing an integrated Mandarin character course for learners.