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題 名 | 國小一年級閱讀障礙學生注音符號學習的相關因素及意義化注音符號教學成效之研究=The Related Variables in Chinese Phonetics Symbols Learning and the Effectiveness of Elaborated Instruction of Chinese Phonetics Symbols on First Grade Elementary Students with Reading Disabilities |
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作 者 | 胡永崇; | 書刊名 | 屏東師院學報 |
卷 期 | 15 2001.09[民90.09] |
頁 次 | 頁101-140 |
分類號 | 529.69 |
關鍵詞 | 注音符號; 閱讀障礙; 聲調; 意義化; 心像; Chinese phonetics symbols; Elaborated instruction; Reading disabilities; Mental image; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究主要目的在於探討國小一年級閱讀障礙學生注音符號學 習的相關因素及意義化注音符號教學法的教學成效。主要研究發現如下: 一、聲調測驗得分與各項注音符號評量得分、中文認字量表得分 之間,皆無明顯相關。 二、意義化注音符號教學法僅於單音認讀的教學後立即評量階段 與非意義化教學法之間具有明顯差異。教學後隔日評量及教學後隔週 評量等二階段之評量,意義化及非意義化二項教學法即無明顯差異。 三、接受意義化教學法及非意義化教學法,受試者的注音符號評 量得分皆明顯高於前測得分。 四、意義化教學法及非意義化教學法,受試者的注音符號認讀評 量得分皆明顯高於書寫評量。 |
英文摘要 | The purposes of this study was to investigate the related variables in Chinese phonetics symbols learning and effectiveness of elaborated instruction of Chinese phonetics symbols on first grade elementary students with reading disabilities. The major results were summarized as follows: 1.There was no significant difference between the following variables: tonic awareness、recognition and writing of Chinese phonetics symbols、Chinese words recognition. 2.In the immediate testing, the elaborated instruction of Chinese phonetics symbols had acquired better performance, but the effectiveness would fade in other testing phase. 3.There was significant effectiveness both of the elaborated and non-elaborated instruction of Chinese phonetics symbols. 4.The performance of phonetic symbols recognition was better than the phonetic symbols writing. |
本系統中英文摘要資訊取自各篇刊載內容。