書寫介入方案之發展與可行性研究：以中文字特徵為基礎

Abstract

書寫對於學齡孩童是重要且複雜的技巧任務。有別於拼音字母，中文字符涉及更複雜的整字、內部部件與筆畫的獨特視覺建構，書寫中文字的學習者將遇到更多的挑戰。現今，已有許多文獻探討拼音字母書寫的介入成效，然而，中文字書寫相關的介入研究甚少，且缺乏聚焦於特定書寫相關技巧之訓練，對於書寫表現最重要的書寫易讀性之療效亦未知。有鑑於視動整合技巧為初學書寫者的重要基礎能力，以及中文文字之獨特性，本研究目的為（1）發展一個以訓練中文字獨特性且聚焦於視覺動作整合技巧之中文字書寫訓練方案，（2）並探討此方案的可行性：孩童接受度與書寫易讀性成效。 本研究分兩階段。第一階段為方案發展，方案課程設計主要聚焦於視動整合技巧，及中文字內部件空間關係之訓練。每個單元課程包含基本技巧訓練：視知覺、動作協調、視動整合以及寫字練習。依中文字型分為四大課程單元：左右、上下、二面包圍、三面及四面包圍型。除了幾何圖樣亦結合「字」的元素：整字、部件、筆畫等作為練習元素。初步設計後，進行試探方案及專家諮詢並修正。第二階段為可行性研究，共招募8位就讀國小低年級一般班級孩童（一年級3位、二年級5位）。每位孩童接受方案中的一個單元課程（每次約75分鐘，共2次，於一週內完成）。課程結束後藉由問卷探討孩童對於此課程的接受度，並於課程前及課程完成後立即進行書寫易讀性評估。 結果顯示孩童皆認為此課程方案是有趣的，並有極高的動機與接受度。孩童及家長亦給予正向的回饋。根據易讀性評估結果，此課程可增進孩童的書寫易讀性。上述研究結果支持此課程方案對於提升孩童書寫易讀性是一可行性介入方案。此課程方案是第一個以「字」的元素為基本技巧訓練，聚焦於視動整合技巧，並同時含有手寫練習之中文字書寫訓練方案。此方案具高接受度、書寫效益且富有趣味。因此，此課程方案是可行並可期望應用於提升孩童書寫表現的介入方案。

Handwriting is an essential and complex skill for school-aged children. Writing in Chinese (logographic system) might be more challenging than that in alphabetic language due to the unique visual properties of Chinese characters, which involve complex structures, parts and strokes. Alphabet handwriting remediation have been widely investigated, however, there are few studies explore the intervention of Chinese handwriting and the effectiveness of legibility, which is the main element in handwriting performance. Previous studies have suggested that handwriting intervention programs should focus on specific writing-related skills training. Considering visual-motor integration (VMI) has been reported to be one of the most important skills correlating with handwriting performance (particularly for the handwriting beginners) and the unique visual properties of Chinese characters, the aim of this study is (1) to develop the Chinese character-based and VMI-focused handwriting intervention program, in addition, (2) to explore the feasibility (children’s acceptance and effect of legibility) of this program. This study involves two stages. In the first stage, to develop the intervention program, the design of this curriculum focuses on VMI skills and the spatial relationship of components in Chinese characters training. Based on the Chinese character structures, it is divided into four course units: left-right-, top-bottom-, two-side-surrounded-, three-and-four-side-surrounded-structured compound character. Each course unit contains basic skills training: visual perception, motor coordination, VMI and writing practice. In addition to geometric patterns, elements of 'Chinese character': characters, parts, and strokes, are also combined in practice. After the preliminary design, a tentative trial and consultation with experts would be conducted. The second stage is a feasibility study, eight children are recruited (three in grade 1 and five in grade 2). Each child receives one course unit (about 75 minutes each time, two times in total, completed within one week). To explore the children's acceptance, the questionnaire is used after the course. To evaluate the effect of legibility, the writing legibility assessment is conducted before and after the course. The results of the questionnaire indicate that all children express high motivation and acceptance and consider that this program is interesting. The children and the parents also express positive attitude toward this program. The results of legibility assessment also show the improvement in writing legibility. According to the results, this handwriting intervention program is a feasible program for improving children’s handwriting legibility. This is the first Chinese handwriting intervention program which involves the elements of “Chinese character” as the practicing components, focuses in VMI skill training and provides handwriting practice at the same time. Also, this program is highly accepted, effective and interesting. Therefore, this program is feasible and can be expected to be applied as an intervention program to enhance children's handwriting performance.