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題 名 | 小學國語課文字彙數量、次序的安排與比較分析 |
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作 者 | 魏金財; 吳敏而; | 書刊名 | 國教學報 |
卷 期 | 5 1993.06[民82.06] |
頁 次 | 頁1-31 |
分類號 | 523.411 |
關鍵詞 | 小學; 字彙; 安排; 次序; 國語; 數量; 課文; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究的目的在探討小學國語課文中二七五五個選用字之字數與字序的安排,並從學習機會、接觸機會、作業表現的角度上,與其他有關字彙研究的結果進行比較分析,俾使分析的結果能提供給中小學教學者、教材設計者或兒童讀物編寫者,瞭解小學國語課文字彙的選用及編排方面有關的訊息、,使兒童在字彙學習的材料編排上,更能以科學化、系統性的方法規劃。基於此,本研究將國小一~十二冊的國語課文、國立編譯館 (民56) 國民學校常用字彙研究、張春興等 (民62) 國小中高年級作文字彙研究、柯華葳等 (民76,79) 國小低年級及六年級兒童聯想詞的字彙研究、吳敏而等 (民82) 國小三年級兒童聯想詞之字彙研究、劉英茂等 (民64) 常用中文詞的出現次數研究、政治大學教育系 (民71) 兒童常用詞彙研究,輸入電腦中,進行比較分析,結果如下: 一、六種主要字表之字序與字頻的相關相當一致,某些字出現的頻率很高,某些字出現的頻率則很低,字頻高的字佔了少數,字頻低的字只佔少數,因此,可以用字序與字頻的關係來考慮字彙之學習數量上的問題。 二、國語課本生字排序與五種字彙表常用度排序,配合率從60%到86%間,若改以課本字表常用度序先後次排序時,配合率為60%到93%間增高了許多。 三、課本字表與五種字彙表,在同一常用度區間之字數比率,最佳的約為58.5%,次佳的約為24.5%,不佳的約為17%。 四、國語課本未出現的字,但接觸與使用機會高的字有501個字。 五、學習機會少,但接觸與使用機會高的字有423個字。 |
英文摘要 | This study analyzes the choice and organization of the 2755 Chinese Characters in the elementary Chinese language textbook and compares them with related vocabulary studies in terms of opportunities to encounter, learn and use the characters. The results will provide schoolteachers, curriculum developers and editors of children's reading materials to make more informed, scientific and systematic decisions about the choice and organization of vocabulary. The study compares the characters in the twelve volumes of the elementary Chinese language textbook to the characters and words catalogued in six vocabulary studies. The computer analysis yielded the following results: l. The frequency and order of characters were consistent in six major studies, with only a few very high frequency characters and low frequency characters, so that character frequency and order relationships can be used to control amount of learning. 2. The consistency between order of appearance of characters in the elementary language textbook and the frequency order of characters in five studies ranged between 60 to 80% and the consistency between the frequency order of the textbook characters and characters in the five studies ranged between 60 and 93%. 3. When comparisons were controlled for frequency of character use in blocks that varied in character frequency, the proportion of characters found in the textbook as compared to five studies of vocabulary use was 58.5% in the best frequency block, 24.5% in the next best, and 17% in the poorest. 4. Among frequently encountered and used characters, 501 characters did not appear in the elementary textbook. 5. Among frequently encountered and used characters, 423 characters were given only limited opportunity to learn. |
本系統中英文摘要資訊取自各篇刊載內容。