A Vocabulary Visualization Approach on the Chinese Literacy Learning Process of Beginner-level Children

• Main Authors: CHEN, JU-CHUEH, 陳如珏
• Other Authors: ZHANG, JIN-LAN
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/vw9mwn

碩士 === 國立臺北教育大學 === 語文與創作學系華語文教學碩士班 === 106 === The researcher hopes to find an effective means of improving Chinese learners' literacy, and promoting learning attitude, motivation, and interest through appropriate and interesting teaching methods. The end goal of such methods is to increase Chinese learners' confidence in both learning Chinese characters, and in turn, reading and comprehending more of the Chinese language. By strengthening learners' motivation and interest in Mandarin Chinese, we will mitigate frustration that accompanies the learning process. For methods of instruction, this study chooses to focus on the vocabulary visualization approach, using pictures to express the evolution of Chinese characters or the meaning of radicals, a method that is most closely related to the natural development style and interest of children. This study uses the vocabulary visualization approach in conjunction with the word-based literacy teaching method to instruct, observe, and analyze students' learning results. After communicating the purpose of the study to the parents and the students themselves, this study was conducted in concert with the teaching process, recording data and observations as lessons progressed. The study uses a variety of sources to collect data, including reflections after teaching, the use of test and teaching aids, as well as subject interviews and questionnaires. Following the study’s completion, data was analyzed and presented. Throughout the observed teaching process, the teacher collected data to observe the students' learning process, coding, and induction. The learning process is divided into two parts, (1) study interest and (2) learning performance. The first part is divided into three aspects: eagerness to share progress, acceptance of challenges, and word association and writing attempts. The second part is the learning performance of the students in teaching activities, games and administered tests. Finally, the development of the students' drawing and writing in the textbook, changes in how students paint literacy cards, and their associated attitude towards them, as well as overall changes in their learning process, were considered and integrated into the summary of this study. The results show that teaching Chinese characters with pictures can strengthen a student's reception of the word. The use of different opportunities to reinforce learned characters leads to far greater retention. The repeated appearance of the character and various activities of literacy cards can enhance a student's memory. Encouraging a student to verbalize written characters can effectively enhance their ability to read Chinese characters. Additionally, progressively increasing the complexity of character integration can deepen the student's understanding of the Chinese character. This integration brings a student’s understanding closer to how characters are used in society, so that in his daily life he will be more confident in his understanding of Chinese, and more likely to use it outside of the classroom. Finally, the advice of this study is to individually target different students and locate their particular interest in learning Chinese. Individualized education and the integration of technology can benefit students greatly. Teachers should consolidate and strengthen their knowledge of Mandarin Chinese, in order to properly explain Chinese characters and the nuances of the language. For future research, this study suggests investigating the application of the identified teaching method on different mother tongue backgrounds, learning levels, and ages, and the usage of various learning themes to bring meaning to Chinese characters. Hopefully, this study can help develop ideal methods for instructing students in Chinese literacy.