| Summary: | 碩士 === 淡江大學 === 教育科技學系碩士在職專班 === 99 === Recognizing words efficiently makes the reading skills automatic. The learning of word-recognition must achieve the level of automate, like other cognitive kills; then learners can have skilled reading ability.
The research found that the learners taught by e-material projected from the computer are used to recognize the words according to the forms but not the meaning of the components of the words’ structure. Because of the lack of the process of teachers’ handwriting demonstration and the word-recognition teaching presented one word at one time from the projector, the learners are less able to differentiate two similar words and the learning of the components is neglected. Not acquired the organized writing structures, correct writing orders and forms impedes the efficient learning of word-recognition, the instruction of Mandarin Characters.
It is known from the research about teaching strategies of word-recognition of Mandarin Characters that the learning of the forms plays an important role in Chinese characters’ recognition and writing. As a result, it is suggested that during the lower grades in the elementary school, the words’ forms teaching should be the core of the instruction of the word-recognition to have learners know the forms clearly, understand the orders of word-making and be capable to control the rules of Chinese characters. Then, the quality and the quantity of word-recognition can be enlarged. The research project aims to understand the learning process of the word-recognition teaching by using word-components recognition teaching stragedies through Interactive Whiteboard (IWB). First, literature review was done to know how the instruction of Chinese characters’ recognition and evaluation are carried out in Taiwan to conclude the steps of the instruction. Then, by the action research including the observation in the class, the examination of the documents and the learning-process records, the research and the teacher found out the learning effect of the implement of the instruction of word-recognition through IWB at lower graders in the elementary school. Also, through the teaching reflection and discussion, the teaching steps are revised and the teaching suggestion are proposed.
It is found in the research, the teaching by using word-components recognition strategies accords with the features of Chinese characters’ structures and cognition. Also, the implement of IWB in the teaching has the features of mark flexibly and drag-control; those makes it easy to teach radical forms of the Chinese characters and word-components and they helps the learners to recognitize, differentiate the information. Furthermore, it is helpful for the learners’ sensation and understanding about the words. In order to have efficient learning, the research had the instruction of word-making principles. The learners can touch the board, drag the icons of the word-component themselves through IWB to promote the interaction in the process of learning and provide them sufficient opportunities to practice. Because the pictures are helpful for understanding and memorization, the instruction helps the learners transfer short-term memory into long- term memory and promote the learning effect. In this study, IWB provides word-components instruction, the transformation of the words’ radical form, simple Liushu, integrating ideophone, expending the word-groups to promote the qualities of the word-recognition rapidly. It is shown that the application of the multi-media is beneficial to the instruction, and the value of it is also approved. According to the finding and the conclusion of the research, some suggestions are proposed to be the reference for the further research for the lower graders’ teachers or researchers.
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