The Effects of Integrating Information Technology into Chinese Phonetic Symbols Teaching on Low-Achieving Students

• Main Authors: Hsiao-Ping Chen, 陳曉屏
• Other Authors: Yin Ou-Yang
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/65840955093764741882

碩士 === 國立臺南大學 === 教育學系科技發展與傳播碩士班 === 103 === The Chinese phonetic symbols are a primary key to Chinese language reading; hence, they play an important role in the low-graders’ learning at the stage of entering school. As low-achieving students are believed to be lowly motivated and also lack for learning strategies, which easily lead to their low academic achievement and lack of self-confidence. Thus, by applying the information technology integrated into Chinese phonetic symbols teaching, this study aimed to enhance the low-achieving students’ effectiveness on learning Chinese phonetic symbols. This study adopted pre-experimental design. The subjects were 16 low-achieving low-graders of a public elementary school in Kaohsiung, and an 8-week teaching experiment was conducted. Mandarin Phonetic Symbol Diagnosing Test, teacher’s teaching journals, questionnaires, interviews with students were analyzed qualitatively and quantitatively in order to understand the effects of integrating information technology into Chinese phonetic symbols teaching on low-achieving students as well as the students’ and teacher’s feedback after their participation. The results of this study are as follows: 1. The application of the integrated information technology into Chinese phonetic symbols teaching can enhance low-achieving students’ immediate and delayed effects on read-out-loud ability of the Chinese phonetic symbols. Only part of the reading ability had retention effects. 2. The application of the integrated information technology into Chinese phonetic symbols teaching can enhance low-achieving students’ immediate, delayed and retention effects on spelling ability of the Chinese phonetic symbols. 3. The low-achieving students showed positive attitudes toward the integrating information technology into Chinese phonetic symbols teaching. 4. The instructor showed positive attitude toward the integrating information technology into Chinese phonetic symbols teaching.