《中華字經》提升國小一年級學童識字量之研究

• Main Authors: SHIH MAN-JU, 石曼如
• Other Authors: 黃聲儀
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/42272041130468983530

碩士 === 國立臺中教育大學 === 語文教育學系碩博士班 === 98 === ABSTRACT This study was made through action research in order to probe into Chinese Character Canon on its teaching effect and literacy boost for the first grade students of elementary school. This study also attempted to realize what problems the teachers and the students would encounter during the teaching process, and what countermeasures should be taken. The research conclusions were shown below: 1. The teaching with Chinese Character Canon could practically help the students to increase the number of recognized characters. (1) Literacy performance: 79.5% of the students knew 2000 characters in Chinese Character Cannon. The average number of characters which students recognized was 1590. (2) Student’s self-percept: 80% of the students felt that they recognized much more characters, and had a sense of achievement. (3) Parents’ observation at home: 100% of parents held that the number of student’s recognized characters was obviously increased. 2. The teaching with Chinese Character Canon could promote the language learning of the students. (1) Performance in classroom a. Teaching with Chinese Character Canon had a good literacy effect which was helpful to the learning in a language class. b. The students could efficiently develop their character recognized strategies in the class: the strategies included the application of character-guessing strategy, character recognition by classification, character recognition under radical and the character recognition by phonetic notation. (2) Students’ attitudes a. The students learned characters actively in their daily lives. b. The students adequately expressed their interest in learning characters in the class and while they were reading. 3. The teaching of Chinese Character Canon could increase student’s reading interest. (1) Reading interest: the students loved reading after they recognized a large number of characters. The reading interest was greatly increased. (2) Reading attitude: the students read actively, and shared the reading interest with others. 4. The teaching of Chinese Character Canon could help the students to change their reading to written-word books. 5. The teaching with Chinese Character Canon was affirmed and widely supported by the parents. Keywords: Bao-hua GUO, Chinese Character Canon, the number of characterrecognition, literacy teaching