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題 名 | 中文一般字彙知識教學法在增進國小識字困難學生識字學習成效之探討=The Study of Instruction of General Orthographic Knowledge of Chinese Characters on Elementary Students with Word-Recognition Difficulties |
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作 者 | 陳秀芬; | 書刊名 | 特殊教育研究學刊 |
卷 期 | 17 1999.06[民88.06] |
頁 次 | 頁225-251 |
分類號 | 529.69 |
關鍵詞 | 中文一般字彙知識教學法; 國小; 識字困難學生; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究旨在結合中文一般字彙知識的概念與集中識字教學介入的特色設計出中文 一般字彙知識教學法,並探討其運用於識字困難學生之識字學習成效的教學實驗研究。 本研究以國小30名有識字困儺之四、五年級學生為研究對象,並隨機分派至實驗組與 控制組,另設一識字能力正常之同年級對照組。研究結果發現:(1)中文一般字彙知識教學 對增進國小識字困難學生之識字學習具有立即與短期保留效果;(2)實驗組在一般字彙知識 測驗之後測表現顯著優於其他兩組;(3)實驗組在看字讀音之識字能力顯著優於控制組, 但是兩組在看字辨義之識字能力並無顯著差異;(4)中文一般字彙知識教學法對缺乏部首概 念,無法有效使用注音符號之識字困難學生之教學效益尤其顯著。 |
英文摘要 | The main purpose of this study was to investigate the immediate and follow-up effect, and generalizabilities of the Instruction of General Orthographic Knowledge of Chinese Characters (IGOKCC) on elementary students with word-recognition difficulties (WD). Thirty students of the fourth and fifth grades selected from a Taipei municipal elementary school served as subjects. They were identified with word- recognition difficulties and divided into experiment group (EG) and word- recognition controloed group (WDCG). Fifteen normal students were selectes on basis of the equivalent age, grade, and gender to the students of EG group as chronogical-age controlled group (CACG). Three kinds of measures were administrated after instructino and two weeks after the posttest: general orthographic knowledge assessment, Chinese Grade Word-recognitino Test, and General Orthographic Knowledge Test. The data were analyzed by SPSS for Windows 6.0 version program of one-way ANOVA and two-way mixed design ANOVA. Besides, the percentage of pass and error were also reported to describe three groups and special cases. Two findings were concluded as follows: 1.The IGOKCC significantly improved students with WD on Chinese word learning on general orthographic knowledge assessment at post-test and follow-up. The IGOKCC also significantly increased WD students' abilities on Chinese Grade Word- recognition Test and General Orthographic Knowledge Test. However, semantic word- recognition of EG failed to be improved significantly. 2.The IGOKCC was most helpful to those who lack the concept of Chinese radical or competence of Mandarin the Phonetic Alphabets (the Zhu-Yin-Fu-Haw). According to the aforementioned findings, application of this instruction to reading remedial instruction, the learning guidance and the further research were recommended. |
本系統中英文摘要資訊取自各篇刊載內容。