The study of Chinese phonetic symbol ability of the elementary school thirth graders students with phonetic symbol ability difficulties

• Main Authors: Huang,Ming-Cheng, 黃明正
• Other Authors: Wang,Heng
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/10219024136694843612

碩士 === 國立臺中教育大學 === 語文教育學系碩士班 === 96 === The purposes of this study were first to investigate the Chinese phonetic symbol ability of the elementary school thirth graders students with phonetic symbol ability difficulties, secondly to compare the elementary school thirth graders students with phonetic symbol ability difficulties with Chinese phonetic symbol ability rescues teaches curriculum and without Chinese phonetic symbol ability rescues teaches curriculum. The subjects of study were the some elementary school thirth graders students in Taichung county. There were two groups of the subjects, students with Chinese phonetic symbol ability rescues teaches curriculum sample (n=25) and students without Chinese phonetic symbol ability rescues teaches curriculum sample (n=25). Descriptive statistics, Relies on one another the sample analysis of variance, t-test were used to analyze the collected data. The main findings of this study were stated as follows: 1. There were significant differences in the following variables : listening,speech, reading and writing ability of the elementary school thirth graders students with phonetic symbol ability difficulties. 2. Says regarding the elementary school thirth graders students with phonetic symbol ability difficulties, the Chinese phonetic symbol study by is difficult and is easy in order for to writing, to listening, to speech，to reading. 3. Says regarding the elementary school thirth graders students with phonetic symbol ability difficulties, tone of, the Pinyin, the intonation and the word the Chinese phonetic symbol test have reveals the difference, most is easy to study is the tone, next is the intonation , the Pinyin and the word. 4. There were significant differences among the elementary school thirth graders students with phonetic symbol ability difficulties with Chinese phonetic symbol ability rescues teaches curriculum and without Chinese phonetic symbol ability rescues teaches curriculum in the scores of the Chinese phonetic symbol ability test. Based on the conclusions and limits of this study, the researcher proposed to offer suggestions for teaching and future research. Keywords: students with phonetic symbol ability difficulties, the Chinese phonetic symbol, phonological awareness, rescues teaches curriculum