| Summary: | 碩士 === 國立臺北教育大學 === 國民教育學系碩士班 === 101 === This study aims to explore the development and learning effectiveness of the instructional program of “Variant Character Error Correction” for seventh graders in the subject of Chinese. The researcher designed an instructional program of variant character error correction suitable for the seventh graders. Thereafter, the researcher investigated the students’ immediate effects and preservation effects of correctly writing the highly confusing variant characters and phrases taught to them after the instructional program. The reflection and growth of the researcher during the implementation of the instructional program are also recorded.
This study adopts an action research approach and chooses the seventh graders in a junior high school in northern metropolitan areas as study subjects to conduct seven units (60 minutes per unit) of teaching activities from March 6, 2013 to May 21, 2013. The researcher collected and analyzed materials including examination papers on highly confusing variant characters and phrases for the seventh graders, student handbooks and teaching feedback forms to summarize the research findings. The major conclusions include the following:
I. The instructional program and process of “Variant Character Error Correction” are developed through Dick and Carey’s systematic teaching mode.
II. The contents of the teaching materials for variant character error correction should correspond to the Chinese language proficiency of seventh graders and should make good use of five teaching methods according to the characteristics of characters and students to guide the students to memorize the characters with catchy mnemonic devices.
III. Teaching dilemmas may be solved through clarification of the dilemmas, adjustments of the teaching contents and evaluation of effectiveness.
IV. The instructional program of variant character error correction effectively improves the seventh graders’ commission of variant character errors.
1. The instructional program of variant character error correction achieves immediate effects, effectively solving the problem of the seventh graders’ commission of variant character errors.
2. The instructional program of variant character error correction achieves preservation effects; the seventh graders are capable of correctly writing the highly confusing variant characters taught to them two weeks after the end of the instructional program.
3. After the instructional program of variant character error correction, the seventh graders are able to correctly write the highly confusing variant characters taught to them when writing articles.
V. The researcher is inspired to reflect on the content arrangement and variant character error correction instruction and has learned therefrom.
Based on the above research finidngs, the researcher provides specific suggestions for variant character error correction insturction and for future studies.
Key words: variant characters, variant character error correctional instruction, vocabulary instruction
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