| Summary: | 碩士 === 臺南師範學院 === 國民教育研究所 === 90 === Mandarin phonetic symbol ability diagnosing test
and effect of phonetic symbol remedial teaching
Mei —Chih Cheng
Abstract
There are 2 purposes of this thesis: first to develop a Mandarin phonetic symbol diagnosing test, in which process to set up percentile rank of Mandarin phonetic symbol ability, and to analyze student’s miscues and miscues type in reading or writing phonetic symbol after ten weeks of the first term in elementary school. According to this, we can improve teaching method and editing teaching materials afterwards, furthermore we can introduce students who has learning difficulties in phonetic to remedial teaching. Second, to investigate the effects of two different types of teaching materials design by the author。
In the diagnosing test, coefficient of internal consentiency is .97, the coefficients of the reading subtest and the writing subtest consentiency are .96，the test-retest reliability is .98（p<.01）. The result shows that the test is suitable. The correlation between whole test with reading and writing are about .90, the correlation between whole test and each item is .703~.891, and the correlation between time of student’ use and the score in reading is -.737（p<.01）. The effect of gender difference is not significant. The retest is significant different from the first test, probablely because students have more contact with phonetic symbol in Chinese textbook. The most principal miscue in reading and writing phonetic symbol in the first grade is difficult to handle phoneme perfectly。
In remedial teaching, not only two experiment groups- and reading group, those who use the different materials are edited by the author, but also two control groups: low score control group has same ability in phonetic diagnosing test with naming symbol group, and high score control group has same ability in phonetic diagnosing test, those who use the same materials and same teaching method by another teacher.
After remedial teaching only the low score control group hasn’t significant improvement in four groups, there is significant difference with high score control group especially in listening and writing. It means that the teacher should accord to student’s phonetic ability and use different material even in remedial teaching.
At last, the author provided. recommendation for the instruction, materials and future research of Mandarin phonetic.
Key words: Mandarin phonetic, diagnostic test, remedial teaching
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