學齡前孩童書寫準備方案：發展與可行性研究

Abstract

書寫對學齡孩童來說是很重要的技巧，會影響學業表現及自尊，但孩童尚未發展良好的技巧即學習書寫，易造成不正確的書寫表現，故在相關技巧成熟前，應重於技巧的練習而非書寫練習。視知覺與視動整合即為書寫的重要技巧，又因中文字的視覺結構，更強調它們在學習書寫中文字時所扮演的角色。中文字有五種不同的視覺結構，提升對中文字結構的熟悉程度，可以促進孩童的書寫表現。故中文字書寫準備方案中，除了視知覺與視動整合的訓練，應結合中文字結構以促進孩童的表現。故本研究以發展學齡前孩童書寫準備方案並探討其可行性為目的。 方案之可行性包含資源、管理、過程及科學性四面向，確保研究設備、研究人員能力、過程及潛在成效。而本研究招募十五位正常大班孩童進行可行性研究，方案用中文字訓練孩童視知覺與視動整合技巧。方案前後進行視知覺、視動整合評估，並於學習書寫後測驗書寫表現，了解方案於視知覺、視動整合與書寫表現的初步成效，並用質量性問卷探討方案可行性。 本方案於各面向皆呈現良好的可行性，有良好的研究設備、研究人員能力及過程，亦有促進書寫表現及相關技巧之潛力。此方案為首個以「字」為媒介之書寫準備方案，可期用於提升孩童書寫相關技巧表現的介入。

Handwriting is an important occupation for school-aged children and may affect their academic performance and self-esteem. Children might develop incorrect writing patterns if they learn writing before other skills have matured. Thus, children need to practice writing-related skills rather than writing skills before these skills mature. Previous evidence suggests that visual perception (VP) and visual-motor integration (VMI) are two of the essential elements of handwriting performance. Due to the special visual structures of Chinese characters, VP and VMI are major skills for writing Chinese characters. A character is viewed as a square structure. Chinese characters can be categorized into five types according to different visual structures. If children learn the different structures of Chinese characters before learning to write, the handwriting performance of children might be improved in the future. Thus, not only the VP and VMI skills but also the visual features of Chinese characters may need to be considered for a handwriting preparatory program. This study aimed to develop and investigate the feasibility of a Chinese handwriting preparatory program for preschool children. The feasibility of this program focused on the four dimensions of this study (resource, management, process and scientific basis) to ensure the adequacy of the settings, personnel’s capabilities, study design and potential effects of this program. Fifteen preschool children with typical development were recruited in this program. The program was divided into five course units by category of Chinese characters. Children’s VP and VMI skills were trained by the features of the Chinese characters in each course unit. The participants’ performance of VP, VMI and handwriting performance were assessed to investigate the potential effects of this program. Quantitative questionnaires were also given to understand the acceptance of this program for preschool children. The results of these measurements showed that the program was feasible for preschool children. The arrangement of program settings was suitable for the program, and the personnel were adequate for this training. The adherence rate and acceptance of the program were high, and the feedback from participants was positive. In addition, the results of the VP and handwriting performance measurements indicated improvements in VP skills and handwriting performance. This program is the first Chinese handwriting preparatory program to focus on VP and VMI training based on the visual features of Chinese characters. According to the results, this program is feasible for preschool children and has potential to enhance writing-related skills and handwriting performance. It can be implemented as a training program to enhance children’s handwriting-related skills.